LATVIA UNIVERSITY OF AGRICULTURE (LLU)

REPORT OF SELF-EVALUATION

Doctor's Degree Study Program of Pedagogy (Code 51142)

Program manager: prof., Dr. paed.

B.Briede2006.06.30.

E- mail: Baiba.Briede@llu.lv Phone: 3080693

Jelgava 2006

Content

1. The Senate decision on affirmation of the program_______________________________3

2. Licence, accreditation sheet_________________________________________________4

3. Agreement with the University of Daugavpils on study continuation possibilities_______6

4. Study program and the description of enclosed lecture courses, practical works and

seminars________________________________________________________________7

5. Advertisement and informative issues about the program_________________________47

6. Long-term evaluation according to the interests of Latvia State____________________47

7. Assessment of study program______________________________________________50

7.1. Aims and tasks_______________________________________________________50

7.2. Organisation (change of the program structure in the period of self-assessment), accordance of the plan with aims and tasks of the institute_______________________50

7.3. Practical implementation (study methods and forms, research activities of academic staff and impact on study process, involvement of students in research projects)________________________________________________________________51

7.4. Valuation system (substantiation of the choice of valuation methods and results analysis)_________________________________________________________________52

7.5. Students: number in the program; 1st year students; number of graduates; questionnaires of students and analysis; questionnaires of graduates and analysis; students participation in a study process development__________________________52

7.6. Academic staff________________________________________________________537.6.1. Number, post, degree________________________________________________547.6.2. Academic staff qualification conformity to the Institute’s aims and tasks (CV of academic staff, project management, research directions and results)_______________557.6.3. Academic staff choice, renewal and politics of continuing professional development.___________________________________________________________57

7.7. Sources of financing and supply of infrastructure__________________________57

7.8. Foreign relations______________________________________________________607.8.1. Employers________________________________________________________607.8.2. Co-operation with similar study programs in Latvia and abroad.______________607.8.3. Academic staff work abroad__________________________________________627.8.4. Number of foreign guest lecturers in the program__________________________627.8.5. Studies abroad_____________________________________________________63

8. Developmental Plan of the Doctor Program of Pedagogy 2003 -2010_____________64

Appendices________________________________________________________________67

1. Statute of doctor studies of Latvia University of Agriculture___________________68

2.Standard of doctor studies of Latvia University of Agriculture__________________72

3. Doctor students, promotion researches, scientific supervisors (14.06.2006)_______73

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4. CV of academic staff____________________________________________________751. The Senate decision on affirmation of the program

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2. Licence, accreditation sheet

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3. Agreement with the University of Daugavpils on study continuation possibilities

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4. Study program and the description of enclosed lecture courses, practical works and seminars

Program manager: Dr. paed, prof. B.BriedeThe total amount of the Program is 144 CP: research paper – 112 CP, theoretical studies – 32 CP. Compulsory part of theoretical studies - 22 CP; optional part – 10 CP.The Program is based on the Doctor Program Standard of Latvia University of Agriculture (LLU) (appendix 2). The number of CP of compulsory courses as well as CP for publishing and presenting results emerges from the Standard.

The Study ProgramName CP Notes

Research, preparation and formation of the promotion paper

96 Defence at the University of Latvia, University of Daugavpils, Latvia University of Agriculture or other promotion councils

Publishing of research results

Presentation of research results in scientific conferences

10

6

Two or three papers published in issues recognised by the Latvian Council of Science At least two presentations in scientific conferences

Scientific work 112Theoretical studies 32

Totally: 144Theoretical studies 32 CP

Courses CP, controlCompulsory part 22 CP

Developmental tendencies of pedagogy The course of the research direction (Education ecology in the context of life-long learning in rural areas. Professional education in the rural areas of Latvia in the context of EU. Getting of competence in rural environment. Life quality in the context of home environment/household/home economics (as well as didactics of exat subjects), etc. The course of professional foreign language Research methodology

8, exam* 4, exam**

4, exam 6, test

Totally: 22 CP Optional part 10 CP Philosophy of education 4, testMethodology of the research work 2 or 8, test or

examMethodology of concrete researches 2, testIntroduction in science methodologyDidactics of tertiary education Topical problems of project management

2, test 4, test*** 2, test****

Totally: 16 or 22 CP (for choice 10 CP)Notes* Promotion exam in a higher school where a doctor student plan to defend a promotion paper. Other exams and tests at LLU. ** Exam in one of the courses. ***According to the Instruction No. 6 June 14th 2002 Initial Entry Training and Continuing Professional Development of Teachers of Tertiary Education by the Ministry of Education and Science**** The course at Latvia University (not every year) Studies are according to the individual plan. Theoretical part should be passed within three years in full time studies and four years in part time studies.

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Study coursesUniversal information explorers, portals offered by the Fundamental library of LLU suitable in each study course: BUBL LINK catalogue – internet links in various academic branches; Google- Explorer in internet; Google Scholar – Explorer of scientific publications in internet; EBSCO Business Source Complete; Governments on the WWW; Ingenta – versatile database of academic and professional publications; Internet Public Library - Internet public library is the project of the University of Michigan; Electronic catalogue of the Fundamental Library of LLU; Latvijas Pētnieku Mobilitātes Portāls; Scirus – versatile Explorer of scientific information in internet; OVID CAB Abstracts; ProQuest Information and Learning resursus; Letonika - Letonika is information and translation system in Latvian with the main purpose to provide systemic and encyclopaedic information. The Encyclopaedic Dictionary of Latvia, The Dictionary of Terms, computer dictionaries and computer encyclopaedias, internet references are in Letonika; ScienceDirect direct link journal database with about 25% the world’s full scientific texts as well as bibliographic information; The Directory of Open Access Journals direct link journal database containing full texts in social sciences, mathematics, statistics, etc.; University of Illinois IMLS Digital Collections and Content Project VASCODA – portal of scientific resources providing access to scientific and tertiary information in Germany.

Recommended databases outside LLU: Cambridge Journals Online (CJO) - universal full text database covering more than 100 journals as well as in linked Internet resources; Eastview Social Sciences & Humanities - access to full texts in humanitarian and social sciences journals from Russia; RUBRICON – universal full text database comprising more than 60 encyclopedias, dictionaries, manuals from Russia.

80-90% of the references written after course descriptions are in the Fundamental Library of LLU or library of the Institute of Education and Home Economics (IMI). IMI since the renewal of the department of pedagogy in 1989, promotes and develops a team work in making of study programs, teaching of courses, working together in projects, etc. Teamwork is not only in IMI but there are cross-department links in teaching courses at LLU. It happens that two professors work simultaneously in a lecture room, e.g. prof. L.Pēks and assoc. prof. I.Katane in lectures on education ecology. Colleagues from other higher schools are often surprised on such type of teamwork, e.g. it happens in the course of Didactics of tertiary education.

The name of the leading professor is written at the beginning of the course annotation and then other academic staff. The table of names of academic staff, scientific degrees, courses, etc is in item 7.6.1.

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Developmental tendencies of pedagogy

Institute of Education and Home EconomicsLeading prof., Dr. paed. B.Briede; assoc. prof., Dr. paed. J.Katane, assist. prof., Dr. paed., Dr. art. N.Lūse, assoc prof., Dr. paed. B.Garjāne, etc. 8,0 CP. Lectures, seminars, group works, individual consultations. Compulsory.

Aim: promote development of theoretical research competence with the emphasis on humanistic, holistic and ecological approach.Development of the science of pedagogy. Topical theoretical aspects in pedagogy science nowadays (sustainability, holism, ecocentrism, etc.) Solving the problems of spirituality, ecology, integration, individualisation, competence, etc. (Amonashvili, Bruner, Vigotsky, Freire, Heidegger, Sterling). Nowadays education principles in pedagogical practice in Latvia. Values, attitude and upbringing. Action theory in a pedagogical process. Changes in nowadays education: changes in all fields of human action (Giroux). Change of paradigms in education and their versatility (Kuhn). Tendencies, innovations, reforms, contradictions and problems: analysis of situations and valuation on micro, mezo, macro and mega level education environment (Fulan, Bronfenbrenner). Changeability of pedagogical terminology. Diversity of educational conceptions: conception of knowledge society/learning society; conception of lifelong and lifewide education; conception of formal, nonformal and informal education; conception of recurrent/second opportunity education; conception of adult education; conception of further/continuing/post-compulsory education; conception of community education; conceptions of knowledge organization/learning organization and organizational learning; conception of open education/ open educational environment.New paradigms, conceptions and theories in educational research, e.g. ecological and synergetic paradigm (Brofenbrenner, Hacken). Anthropocentric and ecocentric paradigm. Complementarity (Bhor, Siliņš). Interdisciplinary, multidisciplinary and transdidciplinary researches in education. Ideas of constructivism and constructionism in pedagogy. Pedagogical anthropology. Psychological problems of upbringing and learning (Bruner). The personality of the teacher and academic staff. Pedagogical interaction. Dialogue as the basis of comprehension and the norm of life both among humans and in human attitude towards nature, culture and the world. Dialogue of generations, culture dialogue, dialogue in a teaching/learning process. Dialogue theory in the history of pedagogical ideas. Dialogical aspect in pedagogical researches (Bakhtin, Bush, Burbules). Integrative approach as potential for interchanging objective and subjective factors in education enhancing the option of teaching/ learning models. Conscious and unconscious way of learning in formal, non-formal and informal education. UNESCO aims for the 21st century education (Delor). Pedagogical aspects of advising. Competence and education. Human models in education: Christian, classical, humanistic, rational, economic. Me-EGO and Me-EKO models. Emotional intelligence and emotional competence. The newest researches on brain action in cognition process.

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5. Broks A. (2000). Izglītības sistemoloģija. Rīga: RaKa.

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35. Katane I. (2005a). Lauku skolas kā izglītības vides izvērtēšanas modelis. Promocijas darbs pedagoģijas zinātnes skolas pedagoģijas apakšnozarē. Zin. vad. L.Pēks. Latvija, Daugavpils: Daugavpils Universitāte.

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kopsavilkumu kopa. Rīga: LU.41. Latvijas izaugsmes modelis: Cilvēks pirmajā vietā. (2005) Projekts. LR IZM. Retrieved January

2, 2006 from http://www.litta.lv/documents/DG_ES_Fondi/lv%20att%20konc%20v% 205.0.doc 42. Lieģeniece, D. (1999) Kopveseluma pieeja bērnu audzināšanā. Rīga:   RaKa.43. The Lisabon strategy: a more competitive Europe, with more and better jobs. (2004) European

Parliament. Retrieved January 9, 2006 from44. http://www.elections2004.eu.int/highlights/en/1001.html 45. A Memorandum on Lifelong Learning. (2000). Commission Staff Working Paper. Brussels,

30.10.2000. SEC (2000)183246. Pestalocijs J.H. (1996). Darbu izlase. Veltīta pedagoga 250 gadu atcerei. Rīga: Latvijas

Universitāte. 47. Salīte I. (2002). Teachers' Views on the Aim of Education for Sustainable Development. In:

Journal of Teacher Education and Training. Volume 1. Daugavpils: DU izdevniecība “Saule”,68.-80.

48. Siliņš, E.   (1999) Lielo patiesību meklējumi: esejas. Rīga: Jumava,  .49. Špona, A. (2001) Audzināšanas teorija un prakse. Rīga: RaKa.   50. Sterling S. (2001/2004). Sustainable Education. Bristol: Green Books for the Schumacher

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un audzināšana. Rīga: LLU PPI, Izglītības soļi, 28. – 33.55. Амонашвили, Ш. А. (1990) Личностно-гуманная основа

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The Course of the research direction Institute of Education and Home-economicsAssoc. prof. Dr. paed. V.Dišlere; assoc. prof. Dr. paed. I.Katane; prof. Dr. paed. L. Pēks, assoc. prof., Dr. paed. A.Zeidmane; prof. Dr. paed. B.Briede4,0 CP, lectures, seminars and group works, individual consultations, exam; compulsory

Aims: deepened knowledge in the field of the research work and specialisation of the doctor student in the chosen sub-branch of science to promote substantiation of theoretical basis and carrying out of the research. The Course of the research direction has to respond to the research problems. The program is worked out by a doctor-students or a group of doctor-students in close co-operation with the scientific supervisors, academic staff of the study courses and the Program manager. The programme is made considering the descriptions of the research direction courses. The bureaucracy of the Program is according to the decisions of the Senate, Study and Science Council of LLU.

ANNOTATIONS OF THE COURSES OF RESEARCH DIRECTIONS

Education ecology in the context of life-long learning in rural areasEcology, deep ecology, ecosophia, human ecology and its directions. Sustainability. Anthropocentric and ecocentric paradigm. The principle of complementarity. Ecological and humanistic approach. Systemology of education. Synergy. Dimensional ontology. Holistic view. Researches having impact on ecological approach in the development of personality (Z.Freud, K.Levin, J.Piaget, V.Vernadsky, L.Vigotsky, etc.). U.Bronfenbrenner and his followers’ ecological theory of human development. Development of ecological approach, usage and its importance in the scientific researches and studies at IMI. Education ecology – crossdisciplinary direction of educational researches: its principles, models and concepts. Development of rural educational environment in the context of life-long learning: formal, non-formal, informal education. The role of rural educational establishments in keeping and development of cultural environment.

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29. Lasmanis A. (2003). Meme un personības attīstības ekoloģija. Starptautiskā konferences raksti: Lauku vide. Izglītība. Personība. Jelgava: LLU, 31.-38.lpp.

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Красноярского краевoго центра образования. 74. Толстой Л. (1953) Педагогические сочинения. Москва: Учпедгиз.75. Ушинский К.Д. (1948). О народности в общеcтвенном воспитании. Собр. Соч. Т.2.

Москва – Ленинград: АПН РСФСР.76. Франкл В., (1999) Психотерапия на практике.СПб: «Ювента». 77. Франкл В. (1990) Человек в поисках смысла жизни. Москва: Прогресс.

Proceedings1. ATEE Spring University. 1999. … 2006.2. Augstākās izglītības attīstības tendences Latvijā un Eiropā. (2000)  4.Latvijas augstskolu

mācību prorektoru un mācību darba vadītāju konference "Augstākās izglītības attīstības tendences Latvijā un Eiropā" tēzes, [Liepāja - Pape], 2000. gada 25.-26. maijs/ Liepāja: LPA

3. Changing Education in a Changing Society (2003) International conference of Association for teacher Education in Europe, May 2 - 3. Rīga: LU.

4. Izglītības ekoloģija un profesionālās studijas (2005) Zinātniski praktiskās konferences raksti, Rīgā, 17. maijā. Rīga: RUK.

5. Lauku vide, izglītība, personība (2003) Starptautiskā konference, 27. - 28. marts. Jelgava: LLU.6. The Role of Education in the process of Transition: from Consumer Society to knowledge

Society (2005) International Seminar European Network of Learning and Teaching in Agriculture and Rural Development, 19.05.05. – 22.05.05. Prague: Czech University of Agriculture.

7. Research for Rural development (2004) Proceedings of the International Scientific Conference, May 19 – 22. Jelgava: Latvia University of Agriculture

8. Sabiedrība un kultūra. (2003) Rakstu krājums. Liepāja: LiePA.9. Sadarbība un kompetence izglītībā (2000) Starptautiskā zinātniskā konference, 4. - 6. maijs,

Jelgava: LLU. 10. Science and Technology Education in New Millennium (2000) The 3rd IOSTE Symposium for

Central and East European Countries, June 15th -18th.. Prague: Charles University, PERES Publishers.

11. Scientific Achievements for Wellbeing and Development of Society (2004) Proceedings of the International Conference, March 4-5. Rēzekne: Higher School of Rēzekne.

Journals1. Journal of Agricultural & Environmental Ethics   1. Journal of Baltic studies 2. Journal of Science Education 3. Journal of Teacher Education and Training

Professional education in the rural areas of Latvia in the context of EULabour (work) from the aspect of philosophy, psychology and economics. Human hypostases and appropriate action levels (Arendt). Values and the virtue of work. Needs, motivation, self-realisation and its dynamics in the span of life (Maslow). Human development and work (Erikson). Tendencies of changes of professional education in the 21st century in the context of EU. Development of international labour market and responding of professional education according to those changes. Teamwork and kinds of competence. Four C model in professional education: competition, communication, creativity, and computers (competence, particularly in IT). Professional illiteracy. Professional education and unemployment psychological aspects. Learning and study motivation models. The role of a career adviser, dynamic counselling (Peavey). Human oriented model of Latvia’s development. Scenario and resources: knowledge, wisdom, skill of implementation. The institutional reform of the net of rural educational establishments. Development of college educational programs. Problems of education content, quality support and continuing education of pedagogues. Professional (vocational) education in the context of adult and life-long learning in rural areas. Developmental tendencies of non-formal and informal education in rural areas. Advising service (Latvian Agricultural and Advising and Education Support Centre). Pedagogical

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correction and vocational education. Training of unemployed. The role of social partners in the development of education. Rural state and private educational establishments. International and national programmes and projects. International (Cedefop, ReferNet et all) and national information nets of professional education. Didactic theories/models, their implementation in professional (vocational) establishments, adult education, advising, distance learning, etc. Module based educational programs.

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47. Волгин Н.А. Социальная политика. Энциклопедический словарь. Москва, 2005. – 688 с.

Proceedings 1. Augstākā profesionālā izglītība teorijā un praksē (2006) Rīgas Tehniskās koledžas zinātniskie

darbi. Higher professional education in theory and practice: scientific proceedings of Riga Technical College. Rīga: RTU.

2. Augstākās izglītības attīstības tendences Latvijā un Eiropā. Latvijas augstskolu mācību prorektoru un mācību darba vadītāju konference (4 : 2000 :     4. Latvijas augstskolu mācību prorektoru un mācību darba vadītāju konferences "Augstākās izglītības attīstības tendences Latvijā un Eiropā" tēzes, [Liepāja - Pape], 2000. gada 25.-26. maijs /    Liepāja :   LPA,   2000.

3. Cilvēks un izglītība: Starptautiska konference: Referāti / Jelgava: LLU, 1996.4. Influence of Agricultural and Rural Advisers operation Synergy of the Rural development

processes (2005) International conference proceedings 25th - 28th April, Saulkrasti. Ozolnieki:

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LLKC. 5. International conference of Association for teacher Education in Europe Changing Education in

a Changing Society, 2003.g. 2. - 3. maijs, Rīga, Latvijas Universitāte 6. Izglītības ekoloģija un profesionālās studijas (2005) Zinātniski praktiskās konferences

raksti, Rīgā, 17. maijā. Rīga: RUK.7. Latvijas lauki deviņdesmito gadu otrajā pusē. Zinātniskā konference (1996 :     Latvijas lauki

deviņdesmito gadu otrajā pusē :   zinātniskās konferences (1996. gada 2. un 3.aprīlī) raksti / Jelgava :   LLU,   1996.

8. Latvijas lauki un meži šodien un rītdienas skatījumā. Latvijas inteliģences konference (15: 1997: Latvijas inteliģences XV konference "Latvijas lauki un meži šodien un rītdienas skatījumā": 1997.gada 8.novembrī, Rīgā.    Rīga :   Latvijas inteliģences apvienība,   1998.

9. Māszinība kā vērtība mainīgā izglītības telpā (2005) RMK zinātniski praktiskās konferences raksti, Rīgā,. g. 14. oktobrī. Rīga: RMK.

10. Pirmā līmeņa augstākās profesionālās izglītības realizācija teorijā un praksē = Implementation of the first-level higher professional education in theory and practice. (2003 ) Starptautiskā zinātniski praktiskās konferences zinātniskie raksti. Rīga: RTU.

11. Profesionālā pedagoga sagatavošanas problēmas: ceturtās ikgadējās un pirmās starptautiskās zinātniski praktiskās konferences tēzes 1999.g. 26.-27.febr., Rēzekne. Rēzekne: RA.

12. Profesionālās izglītības modernizācija Latvijā: Latvijas Nacionālās observatorijas 2000.gada ziņojums (2001) Rīga: Akadēmiskās Informācijas centrs, Latvijas Nacionālā observatorija.

13. Starptautiskā konference "Homo ruralis" 1998. gada 12.-13. jūnijā : [referātu tēzes] /    Jelgava : LLU,   1998.

14. Starptautiskā zinātniskā konference "Lauku attīstības iespējas un risinājumi XXI gs. sākumā" (2002) Opportunities and solutions of rural development at the beginning of 21st century:   the international scientific conference : [reports (proceedings)] = Lauku attīstības iespējas un risinājumi XXI gs. sākumā : starptaut. zin. konf. /    Jelgava :   Latvia University of Agriculture,.

15. Starptautiskā zinātniskā konference "Lauku vide, izglītība, personība" (2003 :     Starptautiskās zinātniskās konferences "Lauku vide, izglītība, personība" raksti, 2003.g. 27.-28. marts / Jelgava: LLU,   2003.

16. Zinātniski praktiskā konference "Lauku vide '97"  referātu materiāli. (1997) Jelgava:  LLU, 1997-1998.

Journals1. Agricultural Research 2. Agronomy Research3. Berichte über Landwirtschaft 4. Europäische Zeitschrift: Berufsbildung5. European Journal: Vocational Training 6. Newsletter "Cedefop Info"7. Journal of Agrarian Change 8. Journal of Agricultural & Environmental Ethics  9. Journal of Baltic studies 10. Journal of Environment & Development 11. Journal of Environmental Economics and Management 12. Journal of Marketing Education 13. Journal of Science Education 14. Journal of Teacher Education and Training15. Profesinis Rengimas. Vocational Education16. Rural Sociology 17. Vocational Education Journal

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Electronic resources

ERIC Articles

1. The Business of Vocational Education2. Constructivism Workplace Learning and Vocational Education3. Employers' Expectations of Vocational Education ERIC Digest4. Reducing the Dropout Rate through Career and Vocational Education5. Vocational Education's Image for the 21st Century. ERIC Digest.6. Vocational Education Performance Standards

National and International organisations and agencies home pages, networks 1. Profesionālās izglītības attīstības aģentūra2. Pieaugušo izglītības apvienība3. Association for Career and Technical Educaiton 4. European Centre for the Development of Vocational Training (CEDEFOP) 5. European Forum of Technical and Vocational Education and Training (EFVET) 6. German Federal Institute for Vocational Education and Training (BIBB) 7. UNESCO-UNEVOC International Centre for Technical and Vocational Education and

Training 8. UK Department for Education and Skills 9. The European network of reference and expertise (ReferNet)10. Eiropas uzziņu un pieredzes apmaiņas tīkls; koordinators Latvijā- Akadēmiskās Informācijas

Centrs (Refer Net Latvija )11. Training of Trainers (TTnet)

Getting of competence in rural environment Topicality of the concept of competence and its development nowadays. Researches of competence. Components of the competence concept. Versatility of the concept of competence: professional, action, social, communicative (Vigotsky, Wittgenstein, Chomsky) methodological, human, self-competence, etc. Generic skills. Competence and reflection, its levels (Parker). Awareness of competence in post-modernism (Habermas). Tolerance. Competence relation to intellectual, emotional and will power aspect. Factors influencing competence (Maslow). Competence in education. Pedagogical aspects of competence. Competence problems on tertiary level (Ramsden, Cottrell). Competence of pedagogues, agricultural advisers and specialists in general. Forms and means of getting and increasing competence (Jensen, Schnack). Teaching/learning theories and getting of competence. Individual and teamwork. Usage of IT. Getting of competence and its development in life-long education as a condition of successful career and personality (Freire). Problems of getting competence in rural environment. Measuring and valuation of competence: humanistic and ecological aspect. Standards of competence. Levels of competence. Nonformal and informal education, experience as the source of competence. Competence valuation and recognition ways (Giroux, Lewin). Dialogue in the context of competence (Bakhtin, Burbules).

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7. Journal of Baltic studies8. Journal of Marketing Education9. Journal of Science Education10. Journal of Teacher Education and Training11. Vocational Education Journal

Life quality in the context of home environment/household/home economics (as well as didactics of exact subjects) Human oriented model of Latvia’s development. The aim of development: life quality, resource – education. Life quality as complex social, economics and political concept: welfare, safety, sustainability. Multidimensional aspects of life quality: education, health, environment quality (attractive work and recreation environment, dwelling, etc.), family, material welfare, culturally historical heritage, keeping of identity of Latvia, etc. Human hypostases (Arendt), their appropriate levels. Conception to be, to belong, to become. Spirituality and the sense of life (Frankl). The system of personal values, self-realisation, aims, motives (Maslow). Features of life quality, objective and subjective criteria. UN human potential development index, its components: average age of life, health, level of welfare, etc. Life quality from the aspect of ecosophia (Naess) and ecology. Interaction of primary (materials, nature) and secondary (human created things) environment and impact on the development of personality. Informal education, practical action in a primary environment. Harmony problems of human and natural environment. Problems of development of household and home economics subjects. Valuation of the impact of consumerism from philosophical, ecosophical, and economic aspect (Fromm E.). Positive and negative aspects of consumer sciences. Development of didactics of exact subjects. Teaching/learning modules. Constructivism and constructionism in didactics of exact subjects. Usage of IT in exact subjects at school and on tertiary level.

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41. Art in the National Curriculum. - London, 1995. - 10 p.42. Barbara Freytag-Leyer. Landlich-hauswitschaftliche Bildungs- und Beratungsarbeit in Hessen-

Ursprunge, Rahmenbedingungen, Entwicklungen, Zukunftsperspektiven. Bad Orb, 1995. Beginning Teaching: Beginning Learning / J.Moyles. - Buckigham, 1995. - 268 p.

43. Berendt B., Voss H-P., Wildt J. Neues Handbuch Hochschullehre. 2002.44. Blankertz H. Theorien und Modelle der Didaktik. Juventa, Munchen, 1991. – 240 s.45. Cohen L., Manion L., Morrison K. A Guide to Teaching Practice. - 4th ed. - London, New

York, 1996. - 494 p.46. Computers into Classrooms. More Questions than Answers / ed. J.Beynon, H.Mackay. -

London, 245 p.47. Conrad C., Lohse K. Einführung in die Programmierung von Lehr- und Lernprozessen. -

Berlin, 1974. - 335 S.48. Cross-curricular. Primary Practice: Taking a Leadership Role / ed. R.Webb. - London, 1996. -

176 p.49. Current Themes in Craft Research. / ed. Jaana Karna-Behm, Kirsti Salo-Mattila. Vammala,

Finland, 2002. - 116 p.50. Diebner H. Gruppendynamische Übungen und Spiele. - Paderborn, 1997. - 218 S.51. European module for consumer Education . The Final Report May 2001. – 116 p.52. Fountain S. Education for Development: a teacher’s resource for global learning. - London,

1995. - 318 p.53. Frankl V....troztdem Ja zum Leben sagen. Ein Psychologe erlebt das Konzentrationslager.

München: Kösel-Verlag, 2002.

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54. Fromm, E. To have or to be? London: Continuum, 1996.

55. Halliday J. Back to Good Teaching: diversity, within, tradition. - London, New York, 1996. - 165 p.

56. Hentig H. Ach die Werte! Münster: Carl Hanser Verlag, 1999.

57. Home Economics in 100 Years. Home Economics in the 21 st Century History-Perspectives - Challenges./ ed.Jette Benn. Report from the Conference 1. - 3. 12. 1999. - 2000. - 228 p. ( 2 eks.)

58. Ingbert von Martial. Einführung un didaktische Modelle.- Schneider Verlag Hohengehren GmbH, 1996.- 288 S.

59. International Encyclopaedia of Education: Research and stydies (1990) Ed. T. Husen, T.N.Postlethwaite. Oxford: Pergamon Press.

60. International Encyclopaedia of Teaching and Teacher education 1995 Ed. by L.W.Anderson. 2nd ed. - Great Britain: Pergamon.

61. Kettschau I., Methfessel B., H.Schmidt-Waldherr. Youth, Family and Household. Germany, 1993. – 270 lpp.

62. Klafki W. Schultheorie, Schulforschung und Schulentwicklung im politisch-gesellschaftlichen Kontext. Beltz Verlag-Weinheim und Basel, 2002. - 231 s.

63. Knowledge Skill Research Department of Home Economics and Craft Science. - University of Helsinki, 1996. (3 eks.)

64. Kyriacou C. Effective Teaching in Schools; theory and practice. - 2nd ed. - Cheltenham, 1997. - 176 p.

65. Lawler R. Learning with Computers. - Great Britain, 1997. - 192 p.66. Mayer R.E. Multimedia learning. Cambridge university, 2005. – 210 p.67. Moore K. Secondary Instructional Methods. - Madison, 1994. - 490 p.68. Morrison K. Implementing Cross-Curricular Themes. - London, 1994. - 176 p.69. Nordic-Baltic Research Workshop in Home Economics (Report) June 5-8 1997. - 129 p.70. Notes on Quality of Life. Available: http://www.gdrc.org/uem/qol-define.html71. Peterßen W.H. Lehrbuch Allgemeine Didaktik. 4., überarbeitete und erweiterte Auflage.-

München: Ehrenwirth, 1983.- 190 S.72. Practicing Integration in Science Education (PING). An Innovation Project for Science

Education in Germany, December 1, 1995. - FRG, 1995. - 47 p.73. Reece I., Walker, S. (1997) Teaching, training and Learning: a practical guide. - 3rd ed. - Great

Britain.74. Research in Science Education in Europe: current issues and themes / ed. G. Welford, J.

Osborne, P. Scott. - London, 1996. - 422 p.75. Richarz I. Der Haushalt in Wisseschaft und Bildung. Germany, 2001. – 176 s.76. Rocky River. High School Faculty Handbook. 1989. - 1990.- 94 p.77. Rocky River. Junior High School Course Catalog. 1989. - 1990. - 23 p.78. Science / Technology / Sciety. As Reform in Science Education / ed. R.E.Yager. - New York,

1996. - 339 p.79. Scott-Baumann A.S, Bloomfield A., Roughton L. Becoming a Secondary School Teacher. -

London, 1997. - 388 p.80. Scrivener J. Learning Teaching. - Oxford, 1994. - 218 p.81. Second Announcement IFHE the 20 th World Congress, August 1-7, 2004., Japan, 22 p.82. Suojanen Ulla (ed.). Clothing and Its Social, Psychological, Cultural and Environmental

Aspects. (Proceedings of a Symposium of Textiles, Clothing and Craft Design 1995) - University of Helsinki, 1996. - 211 p.

83. The Role and Tasks of the Home Economics Teacher in Eastern Europe Workshop held at The Royal Danish School of Educational Studies May 1995. - 51 p.

84. UmweltbewuBt Leben . Handbuch fur den umweltbewuBten Haushalt. Berlin, 1998. - 494 s. 85. Upitis, R., Phillips, E., Higginson, W. Creative Mathematics: exploring children’s

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understanding. - London, 1997. - 168 p.86. Using, choosing or creating the future? Conference Report. Nice-Mail Nr. 21, 2004.87. Verstehen: Psychologisher prozess und didaktische Aufgabe / K.Reusser, M.Reusser-

Weyeneth. - Bern; Göttingen; Toronto; Seattle, 1994. - 272 S.88. Walker D., Soiltis J. Curriculum and Aims. - New York, 1997. - 130 p.89. White R. Curriculum Innovation: a celebration of Classroom practice. Buckinham, 1997..90. Woods P. Insede Schools: Ethnography in educational research. - London. - 1996. - 204 p.91. Wragg T. Assessment & Learning: Primary and Second. - London, 1997. - 64 p

92. Гальскова Н.Д. Гез Н.И. Теория обучения иностранным языкам. Москва, 2005. – 331 стр.93. Гребенюк О. С. Гребенюк Т.Б. Теория обучения. Владос, 2003. – 382 стр.94. Джекинс П.Дж. Воспитание духовности у детей. София, 2004. – 222 стр.95. Едигес А., Едигес Е. Лабиринты мышления или учеными не рождаются. Москва, 2004. –

311 стр. 96. Ивченко Л.А. Формирование химико-валеологических знаний при решении задач

гуманистической концепции образования.- Омск, 1997.- 17 стр.97. Кожара Е. Система педагогической режиссуры. СПб: 2003. – 250 с. 98. Коноваленко С. Как научится думать быстрее и запомнить лучше. Москва, 2004. – 238

стр.99. Криулина А.А. Эргодизайн образовательного пространства. – Мю: ПЕР СЭ, 2003. – 192

с. 100. Логвинов И.И. Основы дидактики. Москва, 2005. – 138 стр. 101. Михайлычев Е.А. Дидактическая тестология. – М.: Народное образование, 2001. – 432 с. 102. Репьев Ю.Г. Интерактивное самообучение. Москва, 2004. – 245 стр. 103. Розина И.Н. Педагогическая компьютерно-опосредованная коммуникация. – М.: Логос,

2005. – 460 с. 104. Румянцев И.М. Психология речи и лингвопедагогическая психология. – М.: ПЕР СЭ ,

Логос, 2004. – 319 с.105. Ситаров В.А. Дидактика. – М.: «Академия», 2004. – 368 с. 106. Современные теории и методики обучения иностранным языкам. Москва, 2004. – 318

стр. 107. Талызина Н.Ф. Формирование познавательной деятельности учащихся. - Москва:

Знание, 1983. - 95 с.108. Теория и практика дистанционного обучения. Москва, 2004. – 410 стр. 109. Трайнев В.А. Деловые игры в учебном процессе. Москва, 2002. – 359 стр. 110. Трайнев И.В. Конструктивная педагогика. Москва, 2004. – 316 стр.111. Фромм, Э. Иметь или быть?  Ради любви к жизни. Москва: Айрис-пресс, 2004.

112. Франкл, В. Человек в поисках смысла. М.: Прогресс, 1990.

Proceedings1. ATEE Spring University. 1999. … 2006.2. Augstākā profesionālā izglītība teorijā un praksē (2006) Rīgas Tehniskās koledžas zinātniskie

darbi. Higher professional education in theory and practice: scientific proceedings of Riga Technical College. Rīga: RTU.

3. Augstākās izglītības attīstības tendences Latvijā un Eiropā. Latvijas augstskolu mācību prorektoru un mācību darba vadītāju konference (4 : 2000 :     4. Latvijas augstskolu mācību prorektoru un mācību darba vadītāju konferences "Augstākās izglītības attīstības tendences Latvijā un Eiropā" tēzes, [Liepāja - Pape], 2000. gada 25.-26. maijs /    Liepāja :   LPA,   2000.

4. Cilvēks un izglītība: Starptautiska konference: Referāti / Jelgava: LLU, 19965. International conference of Association for teacher Education in Europe Changing Education

in a Changing Society, 2003, May 2 - 3, Rīga, Latvijas Universitāte

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6. Izglītības ekoloģija un profesionālās studijas (2005) Zinātniski praktiskās konferences raksti, Rīgā, 17. maijā. Rīga: RUK.

7. Mājturības pedagoģiskās aktualitātes. Starptautiska konference (Starptautiska konference "Mājturības pedagoģiskās aktualitātes", veltīta Latvijas Mājturības institūta dibināšanas 60. gadadienai un šī institūta ilggadējās vadītājas Olgas Stakles Kulitānes 110. dzimšanas dienas atcerei: Referāti = International conference "Current issues of training in home economics", devoted to the 60th anniversary of Latvia Home Economics Institute foundation and to the 110th birthday of perennial director Olga Stakle Kulitāne : Reports / Jelgava:   LLU,   1998.

8. Mūsdienu mājturības attīstības virzieni. Starptautiska zinātniski praktiska konference 1995.g. 25.-26. okt.: Referātu materiāli /Jelgava :   LLU,   1995.

9. Scientific Achievements for Wellbeing and Development of Society. - Rēzekne: Higher School of Rēzekne, March 4-5, 2004, 9 - 15 p.

10. The 3rd IOSTE Symposium for Central and East European Countries Science and Technology Education in New Millennium. Proceedings. Prague, Charles University: PERES Publishers, June 15th -18th.

Journals1. Family and Consumer Sciences Research Journal2. Journal of Science Education3. Journal of Teacher Education and Training4. Profesinis Rengimas. Vocational Education5. Rural Sociology 6. Vocational Education Journal 7. International Journal of Consumer Studies 8. Learning & Behavior 9. Psychological Science

Psychological Science in the Public Interest 10. Sociological Methodology 11. Journal for the Theory of   Social Behaviour

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The course of professional foreign languageDepartment of LanguagesLeading: assoc. prof., Dr. paed. D.Grasmane 4,0 CP, practical works; exam. Compulsory.

Aim. Acquiring of terminology, getting of authentic information from scientific sources for communication and scientific writing.

Types of scientific writing; scientific journals; writing of summaries; design of an experiment; report writing; oral presentation; how to prepare posters; suggestions for speakers; research proposal; reviews and articles; doctoral thesis; postgraduate studies abroad; application for a grant.

Bibliography English 1. The Education: Funding Guide. Support from government, trusts and companies / ed.

S.Forrester, A.Mountfield, A.Patel. - Great Britain, 1995. - 464 p. 2. Structures of the Education and Initial Training Systems in European Union. - 2nd ed. -

Brussels, 1995. - 458 p.3. International Encyclopedia of Adult Education and Training / ed.by A.C.Tuijnman. - 2nd ed. -

Great Britain: Pergamon, 1996. - 959 p 4. Memorandum on Lifelong Learning. 2001.

http://www.education.gov.mt/edu/edu_division/life_long_learning 5. Sibley R. European Studies. - U.K., 1993. - 220 p.6. Bell I. Counselling in Further and Higher education. - Buckingham, 1996. - 172 p.7. Nortbedge A. The Good Study Guide. - Great Britain, 1997. - 248 p.8. Thackwray B. Effective Evaluation of Training and Development in Higher education.

London, 1997. - 205 p.9. Pedagoģijas terminu skaidrojošā vārdnīca. Rīga: “Zvaigzne ABC”,2000.10. Journal of Science Education 11. www.eurydice.org 12. www.unesco.org/education 13. Proceedings of conferences in education

German1. Bode C. Kommentierte Grafiken zum deutschen Hochschul und Forschunssystem. - 1999. - 37

S.2. Kursbuch Kinder / A.Ernst, V.Herbst, K.Langbein, C.Skalnik. - Köln, 1993. - 912 S.3. Gruber- Lang M. u. a. Vernetzungen. Deutsch als Fremdsprache. Band 7- Wien 1994- 194 S. 4. Pavlova.V.Institutionen der Europäischen Union. Jelgava, LLU, 19995. Benesch H. dtv - Atlas zur Psychologie: Tafeln und Texte. - B. 1., 2. - Germany: Deutsher

Taschenbuch Verlag, 1987. - 506 S.6. Kleines Pädagogisches Wörterbuch. -Breisgau: Herder 1993. - 394 S.7. Pedagoģijas terminu skaidrojošā vārdnīca. Rīga: “Zvaigzne ABC”,2000.8. Žurnāls "Deutschland" 9. www.eurydice.org 10. www.unesco.org/education 11. Konfernču rakstu krājumi izglītības jomā.

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Research methodology Institute of Education and Home EconomicsLeading: Dr. paed. L.Pēks; assoc. prof., Dr. paed. A.Aizsila6 CP, lectures, seminars and practical works, individual consultations, test; compulsory

Aim: competence to put forward aims, hypothesis, tasks, etc.; to plan research; find out and carry out theoretical and experimental studies. To choose, valuate, adapt, transform, existing and work out new methods of research; carry out theoretical and empirical researches, process data using IT and in co-operation with IT specialists; analyse results obtained, to formulate conclusions, work out recommendations for further researches; work out methodological and scientific publications and promotion thesis; present research results in seminars and conferences or seminars un a promotion council; choose themes and ways of studies according to the research problems. Ability to supervise bachelor and master level researches and consider ethical aspects of researches.

Philosophical aspects of research methodology, paradigms, tendencies of their change. Ethics of research. Basic trends of research methods: hermeneutic, empiric, qualitative research tendencies. Complex research projects. Theory of measuring. Levels of measurement, scales. Responding of statistic research methods and data graphic depiction ways to the data getting methods and ways. Valuation of exiting experience in this field. Distribution of data. Parametric and nonparametric methods, critical valuation of their usage. Reflection of personal pedagogical and research experience concerning doctor level problem formulations, putting forward aims, objects, subjects, research questions, hypotheses, tasks, etc. Innovation, scientific and practical contribution. Choice of the research theoretical basis and methods. Education ecology as the theoretical basis of the research. Modelling. Models of experiments, valuation of their validity. Choice of the experiment model. Structured and non-structured observations. Questionnaires, critical valuation of their usage. Expert and co-operative valuation. Content analysis. Biographic, phenomenological, practice grounded theories, ethnographic researches and case analysis. Narratology. Adaptation, approbation, standardization. Planning of the research process. Methods of data statistical processing and valuation of it. Choice of methods, techniques, computer programmes. The language of science, terminology. Scientific publications and presentation of researches. Criteria of research quality. Reviewing, supervising and planning of bachelor and master researches.

Bibliography1. Agejevs, V. (2005) Semiotika. Rīga, Jumava.2. Baltiņš, M. (2004) Oriģinālpētījumi un tā galvenās sastāvdaļās. Skolotājs, Nr. 1., 4.-9. lpp.3. Broks, A. (2000) Izglītības sistemoloģija. Rīga, RaKa.4. Gadamers, H.G. (1999) Patiesība un metode: filosofiskas hermeneitikas pamatiezīmes. Rīga:

Jumava.5. Izmēģinājuma projekts izglītībā: rokasgrāmata (2005) Rīga, RaKa. 6. Katane, I., Pēks, L. (2006) Izglītības ekoloģija: starpdisciplinārs virziens mūsdienu izglītības

pētniecībā. Sērija Izglītības ekoloģija. Jelgava, LLU, IMI.7. Konferences „Zinātnes valoda“ materiāli (2003) Rīga, Valsts prezidentes dibinātā valsts

valodas komisija, apgāds Rasa ABC.8. Kroplijs, A., Raščevska, M. (2004) Kvalitatīvie pētījumi. Rīga, RaKa.9. Lasmanis, A.(2002) Datu ieguves, apstrādes un analīzes metodes pedagoģijas un psiholoģijas

pētījumos, 1. un 2. grāmata. Rīga, SIA Izglītības soļi.10. Liepa, I. (1974) Biometrija. Rīga: Zvaigzne.11. Paura, L., Arhipova, I. (2001) Neparametrisko metožu lietošana izmantojot SPSS

datorprogrammu. Mācību līdzeklis pedagoģijas, socioloģijas un ekonomikas specialitāšu studentiem un maģistrantiem. Jelgavā, LLU.

12. Popers, K. (2005) Nākotne ir atvērta. Rīga: Zvaigzne ABC. 13. Prets D. Izglītības programmu pilnveide. Zvaigzne ABC, 2000. - 383 lpp.14. Raizs, Ļ. (2000) Matemātiskās metodes sociālajās zinātnēs. Rīga, RaKa. 15. Raščevska, M., Kristapsone, S. (2000) Statistika psiholoģijas pētījumos. Rīga, SIA Izglītības

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soļi.16. Siliņš, E. (1999) Lielo patiesību meklējumi: esejas. Rīga: Jumava.17. Skujiņa, V. (1993) Latviešu terminoloģijas izstrādes principi. Rīga: Zinātne.18. Valbis, J. (2004) Izglītības informatīvā nodrošinājuma jaunas iespējas augstskolās. Skolotājs,

Nr.3, 63. - 66. lpp.19. Vedins, I. (2000) Loģika. Rīga, Avots.20. Žogla, I. (2001) Zinātnisks raksts pedagoģijā. Līdzeklis doktorantiem. Rīga, LU PPI.

21. Bartholomew, D.J. (1996) The Statistical approach to social measurement. San Diego a.o.: Academic Press.

22. Bronfenbrenner, U. (1996) The Ecology of Human Development- USA: Harvard University Press.

23. The Case study anthology (2004) Thousand Oaks; London; New Delhi: Sage. 24. Cohen, L. (2000) Research methods in education. London; New York, RoutledgeFalmer25. A companion to qualitative research (2004) London;   Thousand Oaks; New Delhi: Sage.26. Creswell, J.W. (2005) Educational research: planning, conducting, and evaluating quantitative

and qualitative research. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.27. Cropley, A. (2002) Qualitative research methods: an introduction for students of psychology

and education. Rīga: Zinātne.28. Desu, M. M. (2004) Nonparametric statistical methods for complete and censored data. Boca

Raton [etc.]: Chapman & Hall/CRC.29. Empirical political analysis: research methods in political science (2006) New York,

Pearson/Longmann.30. Encyclopedia of social measurement (2005) Amsterdam: Elsevier Academic Press.31. Glass, G.V. & Stanley, J.C. (1970). Statistical Methods in Education and Psychology.

Englewood Cliffs, NJ: Prentice-Hall.32. Handbook of experimental psychology (2002) Stevens' handbook of experimental psychology.

New York: Wiley.33. Howell, D. C. (2002) Statistical methods for psychology. Pacific Grove, CA, Duxbury.34. Johnson, B., Christenser, L. (2004) Educational Research: Qualitative, Quantitative and Mixed

Approaches. Boston, MA: Allepi & Baar.35. Krippendorff, K. (2004) Content analysis: an introduction to its methodology. Thousand Oaks,

CA [etc.]: SAGE Publications.36. Kuhn, T.S. (1962) The Structure of Scientific Revolutions. Chicago: University of Chicago

Press.37. The Psychology Research Handbook: a guide for graduate students and research assistants

(1996) London: New Delhi.38. Merriam, S. B. (1998) Qualitative research and case study applications in education. San

Francisco, CA: Jossey-Bass.39. Muijs, D. (2004) Doing quantitative research in education with SPSS. London [etc.]: Sage.  40. Neuendorf, K. A. (2002) The content analysis guidebook. Thousand Oaks [etc.]: Sage

Publications.41. Patton, M.Q. (2002) Qualitative research & evaluation methods. Thousand Oaks; London; New

Delhi: Sage.42. Philosophy & methodology of the social sciences (2005) London: Sage Publ.  43. Ritchey, T. (2002) General Morphological Analysis: A general method for non-quantified

modelling. Available at http://www.swemorph.com/ma.html44. Ritchey, T. (2003) MA/Casper: Advanced Computer Support for General Morphological

Analysis. Available at http://www.swemorph.com/macasper.html45. Robson, C. (2002) Real world research: a resource for social scientists and practitioner-

researchers. Malden (MA), Blackwell. 46. The SAGE encyclopedia of social science research methods (2004) Thousand Oaks, CA [etc.]:

SAGE Publ.47. Sheskin, D. J. (2004) Handbook of parametric and nonparametric statistical procedures. Boca

Raton [etc.]: Chapman & Hall/CRC.48. Strauss, A.L. (2003) Qualitative analysis for social scientists. Cambridge (UK) [etc.]:

Cambridge University Press.   .49. Trimer, J., McCrimmon, J. (1988) Writing with a Purpose. Boston.

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50. Бешелев, С. Д., Гурвич, Ф. Г. (1973) Экспертные оценки. Москва, Наука.51. Бешелев, С. Д., Гурвич, Ф. Г. (1974) Математико-статистические методы экспертных

оценок. Москва, Статистика.52. Гласс, Д.Ж., Стэнли, Д.Ж. (1976)Статистические методы в педагогике и психологии. –

Москва: Прогресс. 53. Гудвин, Д. (2004) Исследование в психологии: методы и планирование. Санкт-

Петербург [и др.]: Питер.54. Kун Т. (2003) Структура научных революций. Москва: АСТ.55. Попер, K. P. (2004) Логика научного исследования. Москва: Республика.56. Кэмпбелл, Д. (1996) Модели экспериментов в социальной психологии и прикладных

исследованиях. Санкт-Петербург. Campbell D. Models of Experiments in Social Psychology and Applied Researches.

57. Плотинский Ю.М. (2001) Модели социальных процесов. Москва: Логос.58. Толстова, Ю. Н. (1998) Измерение в социологии: курс лекций. Москва: ИНФРА-М.59. Ядов, В. А. (2001) Стратегия социологического исследования: описание, объяснение,

понимание социальной реальности. Москва: Добросвет

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Philosophy of education

Department of Philosophy Leading: Dr.phil., assist. prof. L.Leikums; also assoc. prof., Dr. paed. A.Zeidmane, assoc. prof., Dr. paed. B.Garjāne, assist. prof., Dr. phil. G.Brāzma4,0 CP, lectures, seminars un group work, individual consultations, test. Optional.

Aim. Develop philosophical basis of pedagogical conscience. Knowledge and understanding of philosophical problems of pedagogy, they’re solving in the periods of society formation; of conceptual models of education.

Functions and role of philosophy relating to explanation and nowadays world view. Classical and non-classical models of scientific world view. Philosophy and education. Philosophy of education as a branch of philosophy. Fundamental problems of education in the context of history of philosophy. Human problem. Forming and development of the science of pedagogy: Comenius, Monteskue, Helvetius, Didro, Holbach, Rousseau, Kant, Fichte, Pestalozi, Humbolt, Dewey. Understanding of human and conception of education. Humanistic pedagogy. Contribution of the 20th century philosophy to philosophy of education. Pragmatism. Conception of education. Materialism and idealism in the 20th century education. Realism. Existentialism. Hermeneutics. Phenomenology. Ideas of post-modernism about society, humans and education. Ontology, epistemology and axiology of education as the main divisions of education problems. Klafki, Schultz, von Cube, Miller. Epistemological problems of pedagogical researches. Problems and criteria of cognising. Science of pedagogy, its place in the structure of sciences. Conditions and models of construction of pedagogical theory. Paradigms of education, their change, versatility of theories of education. Importance of values in education. Problem of spirituality. Forecasts of the development of education in the 21st century. Bologna process and harmonisation of tertiary education in Europe. Life-long learning as a necessity.

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Methodology of the research work

Department of ForestryDepartment of Management Systems 8 CP: lectures 3 CP, seminars 1 CP - prof. I. Liepa; practical works 4 CP assoc. prof. I. Arhipova. Optional.

Aim: acquire understanding and practical skills of inductively quantitative research oriented to purposeful and independent promotion research.

Methodology of scientific research covers empirical information gathering, mathematical processing, analysis and results interpretation guidelines and methods: problems of representativity and relevance; statistical clusters, their distributions and features; putting forward of hypotheses and testing of them; statistical criteria, dispersions, correlation and covariation analyses; multiparameter classification methods, responding of empirical material and a processing method; choice of the appropriate method, error analysis.

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3. Christensen R., 1996. Analysis of variance. Design and Regression. Applied statistical methods. London: Chapman & Hall. - 587 p.

4. Everitt B.S., Der A. Handbook of statistical analysis using SAS. Published by Chapman & Hall, London, U.K., 1996, p. 157.

5. Jerrold H. Zar. Biostatistical Analysis. Published by Prentice Hall, New Jersey, 1999, p. 5916. Jonson, N. L., Leone, C. Statistics and Experimental Design: In Engineering and the Physical

Sciences. Volume II. John Wiley & Sons, Inc. P.399.7. Levine D. M., Ramsey P. P., Smitd R. K., 2001. Applied statistics for engineers and scientists

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Sciences, Report 62, Uppsala, 2002, p. 2812. Ronald Christensen. Analysis of Variance, Design and Regression. Applied statistical methods.

Chapman & Hall. 1996. 587 p.13. Sprent P., Smeeton N. C., 2001. Applied nonparametric statistical methods. - Boca Raton:

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Raton, London, New York, Washington, D.C. 2000, p. 46115. Stevens J., 1996. Applied multivariate statistics for the social sciences. 3rd ed. - Mahwah, New

Jersey. - 659 p.16. Subhash Sharma. Applied Multivariate Techniques. John Wiley & Sons, Inc. 1996. P.493.17. Williams B., 1996. Biostatistics. Concepts and applications for biologist. London: Chapman &

Hall. - 201 p.

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18. Backhaus K. et al., 2000. Multivariate Analisemethoden. Eine anvendungsorientierte Eeinführung. 9. Aufb. - Berlin: Springer. - 661 S.

19. Biometrisches Wörterbuch., 1969. Erläuterndes biomertisches Wörterbuch in 2 Bänder. - Berlin. - 1047 S.

20. Multivariate Analysemethoden eine anwendungsorientierte Einfu’rung / Klaus Backhaus, Berlin, Heidelberg, 2000

21. Arhipova I., Bāliņa S., 1999. Statistika ar Microsoft Excel ikvienam. 1. daļa. - Rīga: Datorzinību centrs. - 113 lpp.

22. Arhipova I., Bāliņa S., 2000. Statistika ar Microsoft Excel ikvienam. 2. daļa. - Rīga: Datorzinību centrs. - 113 lpp.

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Methodology of concrete researchesProf., Dr. paed., Dr. sc. Ing. L. Pēks, doc., asoc. prof. Dr. paed. V.Dišlere, Dr. psych. A.Vecgrāve.

2,0 CP, lectures, group work and individual consultations. Test. Optional

Aim: competence to choose, adapt, transform existing and work out new research methods, valuate and substantiate their concordance with the concrete promotion research and related themes. Ability to make and carry out unified research methodology. Doctor students study together scientific research methods and methodologies of concrete researches in the first part of the subject. Further studies are according to the research direction and approach to theoretical and experimental researches. Students cooperate with professors in concrete fields in appropriate departments. Students study deeper research methods, information-processing methods, and theoretical basis of methods. They have to know about practical usage of methods in the appropriate science (adapting of methods, transformations, introduction of new methods and usage of them in a concrete research: correspondence, validity of results, competence of the researcher, technical supply, ethical criteria etc.).

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5. Arhipova I., Ramute L., Paura L. (1998.) Datu statistiskā apstrāde ar MS Excel. Jelgava: LLU.

6. Benešs H. (b.g.) Psiholoģijas atlants, 1. daļa. Rīga: “Zvaigzne ABC”.Benesh H. (1997.) dtv-Atlas Psychologie, Band 1. Munich/Germany: Deutscher Taschenbuch Verlag.

7. Broks A. (2000.) Izglītības sistemoloģija. Rīga: “RaKa”8. Bronfenbrenner U., (1996.) The Ecology of Human Development- USA: Harvard

University Press.9. Campbell D. Models of Experiments in Social Psychology and Applied Researches. 10. Cohen L., Manion L. (1997) Research Methods in Education. London; New York.11. Čehlova Z., Špona A. Pedagoģijas zinātnes priekšmeta būtība. Latvijas Zinātņu

akadēmijas Vēstis. A. - 2000, 54. sēj., 1./2. (606./607.) nr., 96. - 98. lpp12. Dauge A. Pedagoģisko problēmu risināšanas metodes. - Pedagoģiski sabiedrisks

mēnešraksts “Audzinātājs, Nr.12, 1927.13. Dravnieks J. (1993.) Mērīšana un datu apstrādes tehnoloģija sportā. Rīga: LSPA. 14. Dukulis I. (2002.) Aprēķini un datu grafiskais attēlojums. Programma Microsoft Excel

2000. Rīga: SIA Biznesa augstskola “Turība".15. Ember C.R. & Ember M. (2001) Cross-Cultural Research Methods. Walmet Greek, CA:

Altamira Press.16. Foresight in the Enlarged European Research & Innovation Area (2003).

http://medlab.cs.uoi.gr/conf2003/objectives.htm 17. Gādamers H. Patiesība un metode. 18. Geske A., Grīnfelds A. (2001.) Izglītības pētījumu metodoloģija un metodes. Rīga:

”RaKa”.19. Gudjons H. Pedagoģijas pamatatziņas. - Rīga: Zvaigzne ABC, 1998.20. Gudjons H., 1998. Pedagoģijas pamatatziņas. - Rīga: Zvaigzne ABC.

Gudjon H. (1995) Pägogisches Grundwissen.- 4.Auflage.21. Henz H. Bildungstheorie. - Freiburg: Herder, 1991.

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22. Howell D. (1997) Statistical Methods for Psychology. Washington: Duxbury Press.23. Howell D.C. (1995) Fundamental Statistics for the Behavioural Sciences. California:

Belmont.24. Huber-Kriegler M., Lazar I. & Strange J. (2003). Mirrors and windows: an intercultural

communication textbook. Strasbourg: Council of Europe25. Hutchinson, F. Education, Foresight and Global Citizenship: valuing the needs of present

and future generations. (S.a.) New Renaissance magazine, Vol. 8, No. 3, http://www.ru.org/83hutchi.html

26. Ieteikumi mācību literatūras veidotājiem un vērtētājiem (1999.) Rīga: IZM, ISEC.27. Ivins A. (1990.) Pareizas domāšanas māksla. Rīga: “Zinātne”.28. Johnson B. & Christenser L. (2004) Educational Research: Qualitative, Quantitative and

Mixed Approaches. Boston, MA: Allepi & Baar.29. Johnson B. & Christenser L. Educational Research Qualitative, Quantitative and Mixed

Approaches. http://www.southalabama.edu/coe/bset/johnson/dr_johnson/2textbook.htm30. Jürgen F. (1985). Methoden empirischer Sozialforschung. Opladen: Westdeutscher

Verlag GmbH.31. Keller J.A., Novak F. Kleines Pädagogisches Wörterbuch. - Freiburg: Herder, 1993.32. Kūle M., Kūlis R. Filosofija33. Lasmanis A. (1999) Datu ieguves, apstrādes un analīzes metodes pedagoģijas un

psiholoģijas pētījumos. Rīga: “Mācību apgāds NT”34. Lasmanis A. (1999.) Pedagoģijas un psiholoģijas pētījumu plānošana un norise. Rīga:

“Mācību apgāds NT”35. Lasmanis A. (2002.) Datu ieguves, apstrādes un analīzes metodes pedagoģijas un

psiholoģijas pētījumos. 1. un 2. grāmata. Rīga: SIA “Izglītības soļi”.36. Lieģeniece D. (1999.) Kopveseluma pieeja audzināšanā. Rīga: “RaKa”37. Liepa J. (1974.) Biometrija. Rīga: “Zvaigzne”. 38. Lohse H., Ludwig R. (1973.) Statistik für Forschung und Beruf. Leipzig: VEB

Fachbuchverlag.39. Mācīšanās ir zelts. (2001.) Ziņojums, ko Starptautiskā Komisija par izglītību divdesmit

pirmajam gadsimtam sniegusi UNESCO. Rīga: UNESCO LNK. Learning the Treasure Within. (1996). Report to UNESCO of the International Commission on Education for the 21th Century. Paris: Presses Universitaires de France.

40. A Memorandum on Lifelong Learning (2001) http://www.education.gov.mt/edu/edu_division/life_long_learning

41. Mc Millan J. (2004) Educational Research: Fundamentals for the Consumer. Boston, MA: Allyn and Bacon. www.ablongman.com/mcmillan4e

42. Mūžizglītības memoranda konsultēšanas process Latvijā. (2002.) Gala ziņojums.// Uzzināt, saprast, pielietot. Rīga: “Artekoms”,., 80 lpp.

43. Mūžizglītības memorands (2000), Eiropas Komisijas darba dokuments - Brisele, 30.10.2000, SEC(2000)1832. (Neoficiāls tulkojums, Rīga:LPIA, 2000.)

44. Narņicka S., Vēzis V. (1999.) Microsoft Excel 97 ikvienam. Rīga: “ComputerLand”.45. Nolikums (1999.) Par pedagoģisko eksperimentu vispārējās, profesionālās un interešu

izglītības iestādēs. Apstiprināts ar IZM 1999. gada 26. februāra rīkojumu Nr. 86. Rīga: IZM.

46. Paura L., Arhipova I. (2002.) Neparametriskās metodes. SPSS datorprogramma. Jelgava: LLU.

47. Pavlovs O. Izglītības filozofija - Rīga: Latvijas akmeoloģijas akadēmija, 2002.48. Pedagoģijas terminu skaidrojošā vārdnīca. - Rīga: Zvaigzne ABC, 2000.49. Puga A. (2003.) Nākotnes studijas Eiropā. Zinātnes Vēstnesis. 2003.g. 26. maijā.50. Raizs Ļ. (2000.) matemātiskās metodes sociālajās zinātnēs. Rīga: “RaKa”51. Raščevska M., Kristapsone S. (2000.) Statistika psiholoģijas pētījumos. Rīga: “Izglītības

soļi”52. Robson C. (1997) Real World Research: a resource for social scientists and practitioner

researchers. Oxford, Cambridge.53. Skujiņa V. (1993.) Latviešu terminoloģijas izstrādes principi. Rīga: “Zinātne”.54. The Foresight Effect (2000). Department of Trade and Industry. Crown Copyright.

http://www.foresight.gov.uk 55. The Psychology Research Handbook: a guide for graduate students and research

assistants (1996). London: New Delhi.- 41 -

56. Trimer J., McCrimmon J. (1988) Writing with a Purpose. Boston ...[et all.]: Houghton Mifflin Company.

57. Vēzis V. (1994.) Mikrosoft Excel 5.0 ikvienam. Rīga: ComputerLand.58. Vides zinības. Angļu-latviešu skaidrojošā vārdnīca, R.Ernšteina un R.Jūrmalieša red. –

Rīga, 2000.59. Walker J.R. (1995). Walker/ACW style sheet; MLA-style citations of electronic sources

(WWW document). URL http://www.cas.usf.edu/english/walker/mla.html 60. Дружинин В. Н. (1997.) Экспериментальная психология. Москва: ИНФРА-М.61. Кэмпбелл Д. (1996.) Модели экспериментов в социальной психологии и

прикладных исследованиях. Санкт-Петербург.62. Маслова Н. В. Ноосферное образование: монография. - Москва: Институт

холодинамики, 1999.

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Introduction in science methodology

Department of Philosophy Leading: assoc. prof., Dr. phil. K. Lūsis, also assist. prof., Dr. phil. L.Leikums2 CP, lectures, seminars, individual consultations, test. Optional.

Aim: introduce to the main tendencies of the development of nowadays science and the most important theoretical conceptions, create understanding of scientific cognition process, forms and methods.

Theoretically methodological problems of nowadays science, cognition theories and conceptions and principles of logics. Classical and non-classical word view models. 20 th

century science – development and continuation of rationalistic traditions. Science as a phenomenon of culture keeper of humanitarian values. Fundamental and applied science. Models and principles of classification of sciences. Differentiation and integration of sciences. Methods and methodological terms. Meaning and genesis of ontological categories. Understanding of the conceptions of space. Relativity theory (Einstein, Hoking) conceptions of motion, space and time. Chaos and anti-chaos categories and working out of nowadays theory of evolution. 20th century theoretical physics conclusions about conceptions of determinism, causality and energy. Bhor principle of complementarity. Fractal geometry conception. The role of cybernetics and synergy in modelling of natural processes and development of categorical structures. The principle of insufficiency by Gedel. Standard of

scientism, standards and ideals as methodological regulators in scientific cognition. The styleof scientific thinking. Categorical apparatus. Principles: accordance, simplicity, observation,

etc. Truth and validity. Logical and illogical. Inductive and deductive conclusions. Logical field theory. The problem of continuity and discretion. The problem of heuristics. The most important 20th century philosophical conceptions – Popper’s critical rationalism and the principle of science theories falsification; Kuhn’s paradigmatic method; Lokatos methodological function of scientifically research programs. Feierabend’s theory of methodological pluralism (anarchism). Integration and differentiation of scientific knowledge, its role in the development of 21st century science directions.

Bibliography 1. Izglītība un zinātne – Latvijas nacionālā bagātība. – Rīga: LIA, 2000.2. Hokings S. Īsi par laika vēsturi. – Rīga: Madris, 1997.3. Siliņš E. I. Lielo patiesību meklējumi. – Rīga: Jumava, 1999.4. Raņķis G. Eksaktā zinātne kultūras vēsturē. – Rīga: Liesma, 1999.5. Andi R. Belief justification and Knowledge: An introduction to epistemology. – Belmont,

1988.6. Biographies of scientific objects. – Chicago, London: The University of Chicago Press, 2000.7. Bohm, David. Science, order and creativity. – London, New York: Routledge, 2000.8. Haken H. Synergetics. – Heidelberg, 1978.9. Kuhn, Thomas S. The road since structure: philosophical essays, 1970 – 1993, with an

autobiographical interview. – Chicago, London: The University of Chicago Press, 2000.10. Popper, Karl Raimund. Realism and the aim of science. – London, New York: Routledge,

1999.11. The validation of scientific theories. – New York: Collier Books, 1961.12. Sixt Framework Programme 2002-2006. http://europa.eu.int/comm/research/fp613. Whitley, Richard. The intellectual and social organization of sciences. – Oxford: Oxford

University Press, 2000.14. Берталанфи Л.Общая теория систем // Системные исследования. – Москва, 1969.

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15. Блауберг И.И., Юдин Э.Г. Становление и содержание системного подхода. – Москва, 1973.

16. Бор М. Атомная физика и человеческое понимание. – Москва, 1961.17. Бриджмен П.У. Природа физической теории. – Н-Й, 1956.18. Вазова С.С. Класификационная проблема в современной науке. – Новосибирск, 1986.19. Вайскопф В.Ф. Физика в двадцатом столетии. – Москва, 1977.20. Гейзенберг В. Философские проблемы атомной физики. – Москва, 1965.21. Гейзенберг В. Физика и философия: Часть и целое. – Москва, 1989.22. Гейзенберг В. Шаги за горизонт. – Москва, 1987.23. Дайсон Ф.Дж. Новаторство в физике. – Москва, 1963.24. Диалектика – мировозрение и методология современной естествознания - Москва, 1983.25. Карнап Р. Философские основания физики. – Москва, 1971.26. Концептуализация и смысл. – Новосибирск, 1990.27. Копнин П.В. Логические основы науки. – Киев, 1968.28. Кезин А.В. Научность: эталоны, идеалы и критерии. – Москва, 1985.29. Лекторский О.А., Садовский В.Н. Проблемы молодости и философии науки // Вопросы

философии. - № 3 (1980).30. Логика и рост научного знания. – Москва, 1983.31. Методологические проблемы историко – научных исследований. – Москва, 1982.32. Наука о науке. – Москва, 1966.33. Налимов В.В. Логика принятия гипотизы в развитии научного познания. – Москва, 1980.34. Никитин Е.П. Обоснования и обьяснения. - Москва, 1991.35. Никифоров В.Е. Философия науки: Методологические проблемы: учебное пособие. –

Рига: Балтийский Русский институт, 2000.36. Планк М. Путь к физическому познанию. – Лейпциг, 1944.37. Полани М. Личноcтное знание. – Москва, 1985.38. Принцип симметрии. – Москва, 1978.39. Поппер К.Р. Логика и рост научного знания. – Москва, 1985.40. Проблемы методологии системного исследования. – Москва, 1970.41. Рассел Б. Человеческое познание. – Киев, 1997.42. Ракитов А.И. Философские проблемы науки. – Москва, 1977.43. Симметрия, инвариантность, структура. - Москва, 1967.44. Степин В.С. Теоретическое знание: структура, историческоя эволюция. – Москва:

Прогресс – Традиция, 2000.45. Структура и развитие науки. – Москва, 1978.46. Тарский А. Истина и доказательсво // Вопросы философии. – № 8 (1972).47. Тульмин С. Человеческое понимание. – Москва, 1984.48. Урсул А. Проблема эффективности и методология науки. – Москва, 1985.49. Кураев В.И., Лазарев Ф.В. Точность, истина и рост знания. – Москва, 1988.50. Философия и методология истории. – Москва, 1977.51. Франк Ф. Философия науки: Связь между наукой и философией. – Москва, 1960.52. 52.Тарский А. Введение в логику и методологию дедуктивных наук. – Москва, 1948.

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Didactics of tertiary educationInstitute of Education and Home EconomicsLeading: prof., Dr. paed. B.Briede, also prof., Dr. paed. L.Pēks, assist. prof., Dr. psych. A.Vecgrāve4,0 KP, lectures, seminars and group works, individual consultations. Optional.

Aim: improved theoretical knowledge and usage possibilities of didactics, developmental personality and pedagogical psychology in tertiary education.

European education space and normative documents. Paradigms and theories of education. Versatility of didactical models in tertiary education, psychologically pedagogical validity of didactical models and purposeful modifying of them. usage of IT, expert methods and non-parametric statistical methods in studies and research. Valuation of research, study and course programs. Valuation of textbooks and scientific publications. Ecological approach to human development, research and study environment. Reflection of self-experience.

Bibliography 1. Albrehta Dz. Didaktika. Sērija: Tālmācība pedagoģijā. - Rīga: RaKa. – 2001. – 168 lpp.2. Augstākās izglītības padomes Mājas lapa. - http://www.aip.lv/index.html 3. Beļickis I. Izglītības alternatīvās teorijas. - Rīga: RaKa. – 2001. – 204 lpp.4. Broks A. Izglītības sistemoloģija, Rīga: RaKa. – 2000.5. Delors Ž. Mācīšanās ir zelts. Ziņojums, ko Starptautiskā Komisija par izglītību divdesmit

pirmajam gadsimtam sniegusi UNESCO. – Rīgā: UNESCO Latvijas nacionālā komisija. – 2000. – 255. lpp.

6. Diplomatzīšanas rokasgrāmata. – Rīga: AIC. – 2000. – 200 lpp.7. Dokumenti par mūžizglītību pasaulē, Eiropā, Latvijā. – Rīgā: LPIA. – 2002.8. Geidžs N.L., Berliners D.C. Pedagoģiskā psiholoģija. - Rīga: Zvaigzne ABC. - 662. lpp.9. Gudjons H Pedagoģijas pamatatziņas. - Rīga: Zvaigzne ABC. - 394 lpp.10. Izglītības un zinātnes ministrijas Mājas lapa. - http://www.izm.lv/lv/main.html.11. Koopearatīvā mācīšanās. RaKa, 2004. - 331 lpp12. Krastiņa E., Pipere A. Mācību sasniegumu pašizvērtēšana. RaKa, 2004. - 216 lpp.13. Latvija: no vīzijas uz darbību uz darbību. Ilgstspējīgas attīstības koncepcija. Rīga, 2000. - 88

lpp.14. Mūžizglītības memorands (2000), Eiropas Komisijas darba dokuments, Brisele, 30.10.2000,

SEC(2000)1832. (Neoficiāls tulkojums, Rīga:LPIA.)15. Nacionālo izglītības politiku analīze. Latvija. Izglītība visiem. Rīga: OECD. b.g. 169 lpp.16. Pavlovs O. Izglītības filozofija, Rīga: Latvijas akmeoloģijas akadēmija. – 2002. – 88 lpp.17. Pedagoģijas terminu skaidrojošā vārdnīca. - Rīga: Zvaigzne ABC. - 248 lpp. 18. Prets D. Izglītības programmu pilnveide. Zvaigzne ABC, 2000. - 383 lpp.19. Profesiju standarta formāta apraksts// Izglītība un Kultūra. – 2001. gada 13. decembrī. –10. lpp.20. Rudzītis G. Zināšanu uzkrāšana mācību darbā: māc. līdz. studentiem, jaunajiem pedagogiem

un maģistriem. - 2.izd.- Jelgava, 1997. - 27 lpp. 21. Sadarbība un kompetence izglītībā. Starptautiskās zinātniskās konferences raksti. Jelgava: LLU

- 2000.g. - 310 lpp.22. Starptautiskā zinātniskā konference Komunikācija un kopība. Raksti 17.-18. maijs 2001.

Jelgava: LLU- 2002. - 385 lpp. 23. Students J.A. Vispārīgā paidagōģija. – Rīga: RaKa. – 1.daļa. – 330 lpp.; 2. daļa –224 lpp.24. Tendences un studiju struktūras augstākajā izglītībā (II). Pētījums par tālāko virzību pēc

Boloņas deklarācijas parakstīšanas. – Rīgā: Akadēmiskās Informācijas centrs. 2001. – 60 lpp.25. Tradicionālais un novatoriskais sabiedrības ilgstpējīgā attīstībā. Pedagoģija un psiholoģija.

Starptautiskās zinātniskās konferences materiāli 2002. gada 28. februāris- 2. marts. Rēzekne, 2002. - 376 lpp.

26. Vispārīgā didaktika un audzināšana/Zinātnisku rakstu krājums. Rīga: LU PPI, 2001, 235 lpp.27. Žogla I. Didaktikas teorētiskie pamati. - Rīga: RaKa. – 2001. – 275 lpp.28. Bronferbrenner U. The ecology of human development: Experiments by nature and design.-

Cambridge, MA: Harvard University Press.

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29. Gudjon H. Didaktik zum Anfassen. Bad Heilbrunn: Klinkhardt, 199730. Morrison K. Implementing Cross-Curricular Themes. - London, 1994. - 176 p.31. Ramsden P. Learning to Teach in Higher Education.- New York: Routledge Falmer, 2003.-

272p.32. Reece I., Walker S. Teaching, Training and Learning - a Practical Guide// Third edition. GB.

Sunderland: Business Education Publishers Ltd., 1997., 602 pp.33. Thackwray B. Effective Evaluation of Training and Development in Higher Education.-

London: Kogan Page Ltd.,1997.- 212 p.34. Vester F. Denken, Lernen, Vergessen. - München: Deutscher Taschenbuch Verlag, 1994.35. Pепьев Ю.Г. Интерактивное самообучение. Москва, 2004. – 245 стр. 36. Розина И.Н. Педагогическая компьютерно-опосредованная коммуникация. – М.: Логос,

2005. – 460 с.37. Трайнев И.В. Конструктивная педагогика. Москва, 2004. – 316 стр.

JournalsJournal of Higher Education (EBSCO datu bāze)Studies in Higher Education (EBSCO datu bāze)

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1. Advertisement and informative issues about the program

The Program is advertised in: INTERNET, regional newspapers, issues prepared by LLU and master studies. the program is advertised separately in enrolment regulations of doctor students in INTERNET and printed version. Pretender’s education must respond Master’s degree demands. Those who have not Master’s degree in pedagogy must take the entrance exam in pedagogy.

2. Long-term evaluation according to the interests of Latvia State

The Program has been worked and carried out considering:

1 Regulations No. 1000 of the Cabinet of Ministers of December 27th, 2005 .. on delegating rights to higher schools to award doctor scientific degrees (promotion rights).. Latvia University of Agriculture – architecture, construction science, economics, water management engineering science, agricultural science, material science, forest science, food science, pedagogy, sociology, environmental science and veterinary medicine.

2 Regulations No. 1001 of the Cabinet of Ministers of December 27th, 2005 Order and criteria of awarding Doctor’s scientific degree

3 Regulations on forming and developing Doctor study programs (Decision No. 62 of the Council of Higher Education of the Republic of Latvia 18th June, 1999).

4 Statute of doctor studies of Latvia University of Agriculture (appendix No.1)

5 Standard of doctor studies of Latvia University of Agriculture (appendix No.2)

Graduates awarded a doctor’s degree (Dr. paed.)No. Name Place of work1. Aizsila Anita LLU Institute of Education and Home Economics 2. Auziņa Ruta Banking Institution of Higher Education 3. Dišlere Vija LLU Institute of Education and Home Economics 4. Katane Irēna LLU Institute of Education and Home Economics 5. Līce Iveta LLU Institute of Education and Home Economics 6. Sirvide Maija The Latvian Rural Advisory and Training Centre

(LLKC)7. Zeidmane Anda LLU Department of Physics, Institute of Education

and Home Economics

Five (A.Aizsila, V.Dišlere, A.Zeidmane, I.Katane, I.Līce) of graduates is an academic staff at LLU. A.Aizsila, V.Dišlere, A.Zeidmane manage study programs and international of EU foundation projects. I.Katane manages study courses and participate in scientific and EU foundation projects. I.Līce manages study courses and participate in international projects. V.Dišlere, A.Zeidmane, I.Līce have delivered lectures in Erasmus exchange programs at the university of Helsinki, University of Metropolitan (London), university of Munich, etc. A.Aizsila continues researches in the direction Professional education in the rural areas of Latvia in the context of EU.V.Dišlere, A.Zeidmane, I.Līce work in the direction Life quality in the context of home environment/household/home economics (as well as didactics of exact subjects).

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I. Katane continues researches started in her doctor thesis in the direction Education ecology in the context of life-long learning in rural areas.

A.Aizsila, V.Dišlere, A.Zeidmane, I.Katane are associate professors.According to the data of the Sociologic Research Group of LLU students evaluate highly the competence of above-mentioned academic staff. The average valuation is almost five degrees according to five-degree scale. Maija Sirvide is a specialist in The Latvian Rural Advisory and Training Centre. It co-operates with many European advisory centres and participates in projects (cost millions of EUR). Many partners have PhD or Dr. Ed. M.Sirvide participates both in the projects and organising of international conferences. She continues researches in the direction Getting of competence in rural environment. M.Sirvide continues co-operation with the Institute of Education and Home Economics (IMI) actively and participates in international scientific conferences organised by IMI as well as helps to develop contacts with foreign partners. She is a chairman of the Examination Commission of Master Students at IMI. Experienced director of Bulduri Horticultural Technical School Ruta Auziņa is working in the Banking Institution of Higher Education as an assistant professor.

Importance of Doctor study program of pedagogy at LLU

Firstly, versatile fields of science should be developed at university type higher school. Versatility promotes integrated researches and the development of science in general, particularly in the region of Zemgale. The status of LLU determines versatile development of branches of science particularly for rural areas of Latvia. Part of nascent (~ 40%) and defended promotion researches in pedagogy and crossdisciplinary, e.g. M.Sirvide’s researches are integrative in agriculture, economics and pedagogy; I.Katane’s researches are integrative in human ecology, culture and pedagogy. T.Sēja and I.Apsīte have not defended their theses yet because of strong criticism of cross-disciplinary approach and they were demanded to round up only in one branch of science. They are only a few examples. Actually the Department of Pedagogy since its renewal in 1989 has been promoting cross-disciplinary researches and it is still one of the main action principles of IMI.

Secondly, only at LLU many programs are unique and IMI in close co-operation with other departments can carry out subject didactics researches. The development of the science of pedagogy at LLU promotes the researches of agricultural advising service problems and life-long learning problems of rural people in general (L.Krastiņa, V.Tomsons, etc.). Sustainable rural development and provision of intellectual potential in rural areas; integrative researches and modern technologies in a unified innovative action environment are only a few aspects stressed in the strategic aim of LLU. The research themes of doctor students of pedagogy of LLU respond to that aims (appendix No. 3).

Thirdly, there are research directions in pedagogy at LLU topical for rural areas of Latvia. Doctor students are enrolled only according to those directions and also to LLU aims.

Education ecology in the context of life-long learning in rural areas. Impact of rural schools environment on the development of personality. Tendencies in the sustainable development of rural educational environment; multisided developmental possibilities of rural schools; offer of professional and further education close to the place of living; sustainable development of education environment in two dimensions: 1) Rīga–rural regions, 2) cities–rural areas; working out of didactical models including kinds and forms of education and experimental approbation of them in close connection with regional peculiarities and inhabitant education needs; evaluation

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models of education environment; priorities, tendencies and models of rural education environment in the context of life-long learning.

Professional education in the rural areas of Latvia in the context of EU. Development of professional educational establishments; working out of study courses/programs and experimental approbation of them in close connection with regional peculiarities and inhabitant education needs. Vocational students’ motivation for studies and career choice. Integration of adolescence with special needs into professional (vocational) educational establishments. Adolescence pedagogical problems in 1 - 4 level qualification programs (compensating programs, social problems, etc.). Improvement of the environment of professional education establishment for versatile development of young people. Career and educational problems of adolescence and adults outside education and labour market (diminishing of social risk groups).

Getting of competence in rural environment. Rural inhabitant various social groups (farmers, people outside education and labour market, parents, women, entrepreneurs’, etc.) problem solving of education and career choice in the context of life-long learning.

Life quality in the context of home environment/household/home economics (as well as didactics of exact subjects). Pedagogical aspects of the development of household and handicrafts in Latvia. Didactics of handicrafts for left-handed. Didactics of textile and dressmaking teaching. Primary (materials, nature) and secondary (human created things) environment interaction and impact on the development of personality. The importance of household/home economics subjects at school and the role of teacher, putting stress on practical action in a primary environment. Usage of IT in professional study programs taking as a basis household/home economics teachers study courses.

Fourthly, according to our experience young specialists from the countryside environment (in many cases graduates from LLU) in comparison to students from Riga continue work at LLU or other rural establishments. The number of academic staff with doctor degrees in other Latvian cities is less than in Riga, therefore it is important to develop doctor programs (not only in pedagogy) in universities which are not in Riga. The Doctor Program of Pedagogy is oriented towards staying of high qualified specialists in rural areas therefore reducing the gap between Riga and development of the countryside. Academic staff of the Doctor program stresses humanistic, ecocentric and integrative approach in science and studies in all study programs they work and in informal relations as well.

Fifthly, the study quality and economic advisability of the Doctor program of pedagogy at LLU is also because of the fact that LLU is the third largest university of Latvia. It has a stable system of Doctor studies and traditions; it means that several specialized fields can study general subjects together, and there is a special department of doctor studies which organizes studies and look after quality

Sixthly, pedagogical researches are being carried out in many European higher schools of agriculture. European Network of Learning and Teaching in Agriculture and Rural Development (ENTER) www.enter-enter./net/organisation.html was established in 2003. There are more than 20 higher schools in it now. The Network comprises agricultural higher schools with pedagogical programs and research for rural development from pedagogical aspect. ENTER promotes scientific co-operation of pedagogues. International scientific conferences are organised every year by ENTER and proceedings are published. Institute of Education and Home Economics entered ENTER in 2005. And thanks to work in the four scientific directions the academic

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staff of the Institute and doctor students can deliver reports in conferences and submit articles for proceedings and be research partners. Co-operation develops very successfully with France and Austria in the frame of ENTER.

About 5 to 10 applicants desire to begin studies in the Program. We do not take all of them because research themes must respond to scientific directions of the Institute. We forecast that theses will defend about two, three or more doctor students every year. About 30 academic staff works at the Institute of Education and Home Economics. So it means that we need at least 20 or more academic staff with the doctor’s degree. Doctors of pedagogy will work in other faculties of LLU as well, e.g. the Faculty of Social sciences, the Faculty of Information Technology, etc. and in other rural educational establishments including higher schools. LLU is the only university carrying out professional (vocational) education researches more than 15 years. According to the Latvia’s classification of sciences the science of pedagogy is distributed into seven subbrances and LLU has to continue researches in pedagogy of branches (vocational pedagogy), tertiary level pedagogy (professional education), school pedagogy (home economics and development of rural schools) and adult pedagogy (rural social groups’ education development).

3. Assessment of study program

7.1. Aims and tasksAimHumanistic and ecocentric personality with the doctor’s level competence for the development of the science and praxis of pedagogy in the context of EU, particularly in LLU and rural areas. Tasks Assure qualitative acquirement of theoretical and experimental research methodology

with the emphasis of humanistic and ecological approach. Organise and promote versatile co-operation of doctor students and academic staff,

particularly team work and cross disciplinary researches. Promote publishing of doctor researches and presentation of them in Latvia and abroad. Assure conditions to improve the language of science and IT skills. Promote participation of doctor students in scientific projects. Promote scientific research of doctor students abroad. Develop fields of science of pedagogy appropriate to LLU in the research context of

Latvia, Europe and the world. Develop skills to forecast, carry out and supervise scientific researches. Complete the program and defend a promotion paper.

7.2. Organisation (change of the program structure in the period of self-assessment), accordance of the plan with aims and tasks of the institute The structure of the Program has not changed in the period of self-assessment 2003-2006. It meets the demands of the Standard of Doctor Programs at LLU accepted before 2003.

Strategic aim of the Institute of Education and Home Economics (IMI) for the period 2007-2013. Sustainable development of IMI having nowadays level academic resources, developing scientific, educational and advising potential on international level; prepare competitive becoming specialists for work in rural areas; involvement of students in the research work by means of the researchers team work (Bachelor, Master, Doctor students, experienced academic staff).

Strategic tasks: increase of the percentage of doctors/ professors;

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methodological and pedagogical competence, particularly for work with foreign students supervising scientific researches and leading study courses, e.g. in Erasmus program;

development of researches according to scientific research directions of IMI meeting the needs of Zemgale region and rural development in general;

development of humanistic and ecological approach for sustainable education; consolidation of research teams, involving Master and Doctor students, experienced

researchers to assure effectiveness and succession of researches, development of academic staff;

development of all kinds of study programs; improve materially-technical and financial support. The study program meets the strategic aim and tasks of IMI. The program is oriented towards increase of the number of doctors at IMI and LLU. Theoretical course mainly in the course of the research direction covers all research directions in pedagogy: education ecology in the context of life-long learning in rural areas; professional education in the rural areas of Latvia in the context of EU; getting of competence in rural environment; life quality in the context of home environment/household/home economics (as well as didactics of exact subjects). Only those applicants whose research themes respond to the research directions of the Institute are enrolled in the Program. There are four research teams of pedagogy in IMI formed according to the scientific directions and students are involved in them. Involvement of academic staff and students in international, European Social Foundation, scientific and Erasmus projects improves not only scientific and teaching competence but improves also resources (aids and appliances) and financial situation in the Institute.

7.3. Practical implementation (study methods and forms, research activities of academic staff and impact on study process, involvement of students in research projects) Studies are carried out in full and part-time form. Doctor students mainly have lectures, seminars and colloquiums but also group works and self-assessment organised individually or in groups. Doctor students work according to the individual plan and the largest part of time is individual studies and research. The research work results of academic staff and doctor students are summed up in the table.

Features of scientific research of IMI in the period of self-assessment 2003. ... 2006.

Features 2003 2004 2005 2006Number of scientific publications in the sources recognised by the Latvian Council of Science

39 21 21 46

Other publications (authors’ sheets) 35,25 7,5 18 11Number of presented reports in international conferences and seminars

73 44 23 52

Number of presented reports in other conferences and seminars

50 38 26 25

Number of doctor students 11 26 37 33Number of awarded Dr. paed. 2 2Number of scientific agreements (projects) formed at LLU

6 7 2 3

Other scientific agreements (projects) 1 2 1 3Conferences and seminars organised by IMI 12 13 13 6

Further information is extended in item 7.6.2. both about academic staff and doctor students research activities and results.

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7.4. Valuation system (substantiation of the choice of valuation methods and results analysis)

To promote qualitative completion of the Program each doctor student composes the Application of Doctor Studies in which he/she plans the content and terms of carrying out the main parts of studies (theoretical studies, research activities, methodological work). Doctor students compose also a detailed Plan for a Study Year. Starting with the second year they also add a Report of the previous year. Doctor students compose also a Report of the completion of the Study Plan. Doctor students write an overview about completion of the Program once in four months. The mentioned documents envisage mutual discussion on the results among doctor students and academic staff in IMI meetings, seminars or special colloquiums. They (colloquiums) are compulsory for each doctor student once in a year. Approbation of researches is in the conferences, seminars, e.g. there are organised annual scientific international conferences for doctor students and academic staff of LLU Evaluation of the quality of Doctor Thesis is in the final seminar organized by a student himself/herself in the last semester. Researchers, specialists, employers and representatives from the Ministry of the appropriate branch are invited. Academic staff and other doctor students take part as well. The theses are read by two scientific readers and a doctor student presents it at IMI or in the institution where he/she has carried out experimental researches, e.g. LLKC. Doctor students have to pass exams and tests during their study period. Evaluation system is in 10 scores scale. Doctor students valuate their results individually as well both in discussions with the program manager, scientific supervisor and with other doctor students. They have student’s record books therefore the LLU department of doctor students control completion of the program but they do it very democratically. There are a lot of formalism and report forms in doctor studies and sometimes it is an obstacle for those who hate beurocracy. Problems in crossdisdiplinary researches also are an obstacle. The fact is that many gifted students do not want to start the career of the researcher not only because of small salaries but of formal obstacles as well. Pedagogues (not only at LLU) are being criticized that they lack skills in experimental part of the research therefore many courses in the program are related to the research methodology.

7.5. Students: number in the program; 1st year students; number of graduates; questionnaires of students and analysis; questionnaires of graduates and analysis; students participation in a study process development There are 16 full and 17 part-time students in the Program. There are 6 full and 7 part-time first year students in 2005/2006 study year. The program was implemented in 1996. The first theses we defended after 1996. Till 2006 seven theses have been defended. Two theses defended in 2005: I.Līce Development of Pupils’ Creative Action Skills at Home Economics; I.Katane the Evaluation Model of the Rural School as Educational Environment.

I.Apsīte and E.Caune have presented their theses in the Promotion Council of the University of Daugavpils. E.Pelša, L.Krastiņa and A.Pridāne have presented their theses at IMI 9they are reviewed scientifically by two reviewers first time). Persons who have completed theoretical part of the Program and have not defended their theses yet mainly work at LLU or other educational establishments of Jelgava, as well as LLKC. All of them except two work in Zemgale region.

Questionnaires of students and analysis; questionnaires of graduates and analysis; students’ participation in a study process development Doctor students participate actively in the assessment of the program content ant time planning; they offer an opinion about academic staff. Methods: individual talks; discussions

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in a group of doctor students, questionnaires. Individual talks are according to the choice of doctor students and they are not compulsory. The Program manager promotes discussions about the quality mainly in autumn and spring but at the same time the students can offer their opinion whoever they wish. Questionnaire is carried out in autumn or spring. There are 22 questions divided into five groups: study content and organisation; acquiring of knowledge and skills and valuation; supply and management of studies; scientifically research work of academic staff and doctor students; quality assurance and guarantees. Results are summed up in the following conclusions: 5. The Program aim and tasks are clear for doctor students. 6. It is important to improve the contents of the courses dynamically in accordance with the

newest scientific ideas.

1. All doctor students acknowledge scientific quality and culture of interpersonal relations of academic staff. All professors are always ready to help but in some cases there are problems with presenting course contents. Students are not satisfied with teaching methods in some cases, e.g., chaotic presentation style or too much information in a very brief period of time without systematic presentation of it, lack of usage of technical aids (but they are in the lecture rooms).

2. Colloquiums are assessed very positively because of long and versatile scientific discussions.

3. Doctor students recommend the time of contact hours of theoretical courses and their view is respected in almost all cases.

4. Doctor students stress that they have a good access to recommended sources, data bases in the library of IMI and LLU; they are regularly informed about possibilities to publish their articles.

Four graduates are associate professors of pedagogy now and work in the program.

7.6. Academic staff

Academic staff of the Program in 2005/2006 study yearPost/scientific degree Number: 20 %

Prof./assoc.prof. 3/13 15/65Assistant professors 4 20Prof./assoc.prof. of pedagogy 2/11 10/55Doctors 20 100Doctors of pedagogy 14 70Main work at LLU 16 80Assurance of theoretical part by those whose main work is at LLU

14 70

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7.6.1. Number, post, degreeAcademic staff of the program: 20 doctors, 14 of them in pedagogy. Two doctors are profesors of pedagogy and 10 – associate professors of pedagogy

Academic staff in study year 2005/2006 All LLU academic staff work full load at LLU

Nr. Name Higher scool, department Post, degree Course, supervising a promotion research 1. Anita Aizsila LLU, Institute of Education and

Home Economics (IMI)Assoc. prof., Dr. paed. Research methodology. Supervising a promotion research

2. Irina Arhipova LLU, Department of Control Systems

Assoc. prof., Dr. sc. ing. Methodology of the research work

3. Aldis Baumanis School of Business Administration Turība

Assoc. prof., Dr. paed. Supervising a promotion research

4. Gunārs Brāzma LLU, Department of Philosophy Assist. prof., Dr. phil. Philosophy of education5. Baiba Briede LLU, IMI Prof., Dr. paed. Developmental tendencies of pedagogy. The course of the research direction. Didactics

of tertiary education. Supervising a promotion research.6. Vija Dišlere LLU, IMI Assoc. prof., Dr. paed. The course of the research direction. Methodology of concrete researches. Supervising

a promotion research.7. Beatrise Garjāne Riga Teachers Training and School

Management Academy (RPIVA)Assoc. prof., Dr. paed. Philosophy of education. Developmental tendencies of pedagogy.

Supervising a promotion research.8. Daina Grasmane LLU, Department of Languages Assoc. prof., Dr. paed. The course of professional foreign language. 9. Irēna Katane LLU, IMI Assoc. prof., Dr. paed. Developmental tendencies of pedagogy. The course of the research direction:

Education ecology. Supervising a promotion research.10. Ilmārs Klegeris LLU, Institute of Agriculture

EnergeticAssoc. prof., Dr. paed. Supervising a promotion research.

11. Aivars Lasmanis University of Latvia. Assoc. prof., Dr. paed. Supervising a promotion research.12. Leonards Leikums LLU, Department of Philosophy Assist. prof., Dr. phil. Philosophy of education. Introduction in science methodology.13. Imants Liepa LLU, Department Silviculture Prof., Dr. habil biol. Methodology of the research work.14. Kārlis Lūsis LLU, Department of Philosophy Assoc. prof., Dr. phil. Introduction in science methodology.14. Nora Lūse LLU, IMI Assist. prof., Dr. art., Dr.

paed.Developmental tendencies of pedagogy. Supervising a promotion research.

16. Larisa Maļinovska LLU, Department of Languages Assoc. prof., Dr. paed. Supervising a promotion research.17. Ludis Pēks LLU, IMI Prof., Dr.paed., Dr.sc. ing. Research methodology. The course of the research direction. Methodology of concrete

researches. Didactics of tertiary education. Supervising a promotion research.18. Anita Vecgrāve LLU, IMI Assist. prof., Dr.psych. Methodology of concrete researches. Developmental tendencies of pedagogy. Didactics

of tertiary education.19. Elita Volāne RPIVA Assoc. prof., Dr. paed. Supervising a promotion research.20. Anda Zeidmane LLU, IMI Assoc. prof., Dr. paed. Philosophy of education, the course of the research direction. Supervising a

promotion research.

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7.6.2. Academic staff qualification conformity to the Institute’s aims and tasks (CV of academic staff, project management, research directions and results)

Necessary information is also in item 6 and 7.2. Data covers self-assessment period 2003. – 2006. Academic staff has publications in all scientific directions and research approbation in scientific conferences and seminars as well as in practice. Research results are used in the study course Didactics of tertiary education where participated academic staff from six higher schools and five colleges.

Research direction Education ecology in the context of life-long learning in rural areas. The thesis by Irēna Katane (defended in 2005) contains rural school education

environment evaluation model and it had been tested in seven rural schools of Latvia. That experiment allowed to get optimal valuation of concrete school work and was acknowledged by external experts as an untraditional approach to school self-assessment.

Results of education ecology researches are being implemented into study process of Bachelor, Master and Doctor’s degree programs and in the course Didactics of tertiary education.

Assoc. prof. I.Katane and prof. L.Pēks have issued the first work in the set of IMI monographic issues’ Education Ecology. Title of the work: Education ecology: cross disciplinary direction in the research of nowadays education. Jelgava, 2006.

Research direction Professional education in the rural areas of Latvia in the context of EU. 1. I.Andersone and I.Katane manage the project Innovative and traditional in nowadays

education process for becoming pedagogues, household and IT specialists’ qualitative professional education supply at base schools of pedagogical practice. The project relates to European social foundation activity Support of vocational and higher education students teaching/learning practice realisation (activity 3.2.6.3) since 2005.

2. IMI staff has been participating in two Leonardo da Vinci projects since 2003: Development of career advisers’ education programs, partner countries: Austria, Denmark, Latvia, Finland (lect. T.Sēja – project manager); Leonardo da Vinci Language Competencies Project: CLIL.Axis (assoc. prof. A.Zeidmane).

3. Network of European Tertiary Level Educators. Socrates programme project GRANT AGREEMENT: 114053-CP-1-2004-1-UK-ERASMUS-TN; Coordinating Institution - University of Southampton (UK), participate 31 partner institution, 2004. – 2007. Baiba Briede – manager from LLU. One of the project results: reference points for teaching competence and professional development on tertiary level education; evaluation of each partner institution professional development course.

4. 4.ESF national program project Supply of career education programs in education system (lect. T.Sēja - manager) in co-operation with the University of Daugavpils, University of Latvia, Liepāja Pedagogical Academy et al. Master study program and methodological supply has been worked out on the basis of the research.

5. Two research projects on farmers, foresters and entrepreneurs’ continuing education quality evaluation and future forecasts have started in co-operation with the Ministry of Agriculture (Rural Development Department)

Research direction Getting of competence in rural environment. 1. LLU research project (planned for three years) Nr. 2005/2 05.2 Professional and

continuing education for the rural areas of Latvia in the context of EU. 2005 - 2008. – manager Baiba Briede (participate doctor students L.Alondere, Z.Beitere, A.Feldmane,

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L.Krastiņa, A.Ostrovska, S.Reihmane, I.Soika, N.Vronska); academic staff I.Katane, L.Pēks. A few planned results: the model of young people career development promotion for the rural secondary vocational education establishment; substantiation of rural educational establishments’ activities for promotion of continuing education of various rural social groups; proceedings on professional (vocational) and career development problems in rural areas, et. al.

2. Maija Sirvide in her thesis (defended in 2003) worked out the model of agricultural advisers’ continuing education and it has been introduced in LLKC and acknowledged by the Ministry of Agriculture. The advisers’ competence levels worked in the frame of the model serve as a basis for systemic organising of continuing education and substantiation of the content of advisers’ education. The salaries of advisers are determined according to the competence levels.

3. L.Krastiņa, who has finished the theoretical course, has also finished the research about rural entrepreneurs (farmers’ et. al.) model of continuing education, putting stress on social competence. That research is also a serious contribution to the rural development because the experience and research results by Krastiņa are being highly evaluated by the Ministry of Agriculture and LLKC in the process of planning education content and guidelines for rural inhabitant social groups.

4. In the frame of NOVA-BOVA network in co-operation with the Danish University of Education academic staff develop their competence in teaching on tertiary education level taking as a basis rural developmental problems and usage of IT (doctor student N.Vronska, acad. staff I.Katane, B.Briede).

Research direction Life quality in the context of home environment/household/home economics (as well as didactics of exact subjects1. Four projects in the field of consumer sciences: SOCRATES/ ERASMUS – 3

CONSUMER CITIZENSHIP NETWORK (CCN) 2003-2006-2009, 25 European countries (assoc. prof.V.Dišlere and assist. prof. I. Līce – participants); SOCRATES/ GRUNDTVIG – 4 CONSUMER EDUCATION FOR ADULTS- NETWORK (CEA – N) 2003-2006-2009, 14 European countries (assoc. prof. V.Dišlere – participant of the steering group); Nordic-Baltic project, Consumer Education in the Baltics, Phase 2, 2003- 2004; countries: Norway, Sweden, Estonia, Lithuania, Latvia (assoc. prof. V.Dišlere – leader of the group from Latvia); SOCRATES/GDRUNDTVIG-2 Empowering Rural Consumer 2004-2007, countries: Latvia, Estonia, Austria (assoc. prof. V.Dišlere – project manager).

2. Research results in household: subject didactics for left-handed pupils (doctor student who finished theoretical course E.Pelša). Methodological model of textile teaching for the development of creative skills for elementary school pupils (Dr. paed. I.Līce)

Academic staff and doctor students improve scientific competence in the following activities and organisations:

Co-operation with The Latvian Rural Advisory and Training Centre in research and carrying out professional development programs.

Staff and students Exchange programs. Co-operation with EU higher education establishments in Socrates/Erasmus programs: Helsinki, Munich, Fulda (University of Applied Sciences) (Germany), Metropoliten (London) universities and Laurea Politechnikum (Finland) (coordinator assoc.prof. V.Dišlere), as well as Agrarpadagogische Akademie Wien (coordinator lect. T.Sēja).

IMI organise scientific research conferences Rural Environment. Education. Personality regularly and issues reviewed proceedings.

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Doctor Studies Department of LLU organise international scientific conference Science for Rural Development where is a section for doctor students and academic staff of pedagogy. Reviewed proceedings are issued.

Academic staff and doctor students have a guaranteed possibility to publish articles in the Journal of Science Education (ISSN 0124 - 5481) www.colciencias.gov.co/rec Journal cited ERIC and ERA data bases.Baiba Briede its support and consultative committee member.

Academic staff is members of three large international pedagogical organisations:

1. International Organization for Science and Technology Education - IOSTE;

2. International Federation of Home Economics (IFHE);

3. European Network of learning and teaching in Agriculture and rural development www.enter-enter./net/organisation.html

LLU is a member of NOVA – BOVA Nordic countries agricultural higher schools co-operation net.

The Individual Portfolio is one of the sets of documents which reflect continuity of the assessment process. Documents of the Portfolio are selected according to 10 criteria: Curriculum Vitae; published works, giving reports in conferences, taking part in scientific research work, scientific supervising of Bachelor and Master papers during last five years; participating in the delivery of academic courses; results of student questionnaires about the work of the academic staff; administrative duties at LLU and outside it; other kinds of activities in the field of science, education, publishing and creative work. The Portfolio is assessed particularly in the case of electing in academic staff and determines salary.

7.6.3. Academic staff choice, renewal and politics of continuing professional development. Academic staff is chosen according to the scientific directions and courses. Academic staff must work in one of scientific research directions - Dr. paed. Do research in directions determined by IMI. Choice of academic staff is considering 10 criteria mentioned in item 7.6.2. It is very important nowadays that academic staff is not only a narrow course teacher but able to participate in designing study courses, manage projects, do research successfully and he or she needs also bureaucratic competence. Choice also is based on the principles of education ecology: development of heterogeneous (versatile education, experience, age, gender, etc) and sustainable social environment. It means that academic staff needs multisided competence and flexibility. Average age of academic staff – 50 years. The program needs also younger staff and we have to promote persons with doctor degrees to stay at the University. IMI try to support financially the staff’ members’ participation in conferences with publications in proceedings and courses or seminars of professional development. Seminars for academic staff in research methodology are organised in IMI regularly as well as there are lectures on the themes relating to the research directions of IMI. IMI supports academic staff work at schools, councils, commissions, etc.

7.7. Sources of financing and supply of infrastructure The largest part of the Program is carried out in the rooms of IMI. (415.5 m2). All courses and scientific directions are supplied with the sources of literature in Latvian, English, German or Russian in IMI library or Fundamental library of LLU. There are about 4000 sources in pedagogy and psychology in IMI library bought by the project or commercial courses money. IMI library seems quite small but the sources are bought purposefully considering concrete courses and thesis. IMI has its computer room with 15 places for individual work and INTERNET access. Doctor students can use INTERNET also in the Faculty of Information

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Technologies and Fundamental Library of LLU. They use infrastructure supply also in the places of experiments as well as private resources.

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Infrastructure of the Doctor Program of PedagogyNo.

Department Room Description Desirable improvements

1. Institute of Education and Home Economics

243 56 places, blackboard, screen 2,0 x 1,5m, video equipment Studiotehnik, overhead projector (OHP)

INTERNET access

327 50 places, blackboard, OHP 336 50 places, blackboard, screen,

TV, OHP, multimedia equipment

431 50 places, blackboard, screen, TV, OHP, multimedia equipment

338 and 339 24 - 26 places, blackboards, OHP, TV

Computer room 15 computers, printer, scanner, INTERNET

Library about 4000 sources, copy machine

Regular supply of sources

2. Department of Philosophy

Seminar room 30 places, blackboard, OHP, videorecorder“Panasonic”,TV “Panasonic”, audio recorder “Sharp”, video camera “Sony”

3. Department of Languages

Seminar room 25 places, video recorder “Sony”, audio equipment “Panasonic”, TV “Sony”, copy machine– Canon 1550, OHP.

4. Faculty of Information Technologies.

Computer rooms

Rooms – 11. , 27. , 28 – 12 places in each of themComputers– 33

5. LLU Fundamental Library

Library, reading room

CD-ROM, INTERNET, Alefs, Alise, 2000 books of pedagogy and psychology, journals

Regular supply of sources

Study costs they are from 1300, - to 2600, - Ls. Per year. Abroad from 12 to 18 thousands of lats per year. Doctor students’ participation in projects, co-operation with companies, grants improve their finance state. Doctor students work in the projects of EU structural funds and scientific projects financed by the Ministry of Education and Science. Study fee in 2006/2007 in the doctor programs of LLU is 500. - Ls per year for full time students and 300. - Ls per year for part time students.

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7.8. Foreign relations7.8.1. EmployersInformation in item 6.

7.8.2. Co-operation with similar study programs in Latvia and abroad. Institute has long-term and regular co-operation with ministries of Education and Science and Ministry of Agriculture, rural educational establishments and higher schools:

1. carrying out of researches (doctor students and scientific supervisors from the university of Latvia (LU), Riga Teacher Training and School Management Academy (RPIVA), Rēzekne Higher Educational institution (RA), School of Business Administration Turība (BAT), etc.);

2. promotion councils (prof. Baiba Briede is a member of the promotion council of pedagogy at the University of Daugavpils (DU));

3. reviewing of doctor theses (LU, DU);4. taking promotion exams in pedagogy (LU, DU);5. defending theses (LU, DU);6. reviewing study courses and programs (DU, RA, Liepāja Pedagogical Academy (LPA)7. conferences and proceedings (LU, DU, LPA, RA, RPIVA).

The Danish University of Education (DPU)There is a PhD program developed in 2001. There are six research programs at DPU: competence development and learning in working life; professional development and leadership; media and ICT in a learning perspective; environment and health education; aesthetic experience and aesthetic orientation; education policy. Researches are carried out also in the didactics of exact sciences. The programs are similar to IMI research directions, particularly about competence, professional education, environment and aesthetic aspects in the field of home economics. The most active doctor level researches at DPU are carried out in the direction Competence development and learning in working life. Students have to defend a wide written work in the form of thesis. The aim of the program is to qualify students for the research, development and pedagogical work at universities, other educational establishments, private and public organisations. The aim of the IMI program is similar but our accent is on rural environment. DPU enrol students with a university or university type educational establishment master’s degree. Both in DPU and IMI doctor researches must be in one of the research directions of the institution. Approximately 130 PhD students in DPU are currently registered and conduct research spanning the following themes: Comparative educational research; Primary education and social development; Didactics of natural sciences; Development of foreign-language skills in tertiary education; Special needs education and educational psychology; Upbringing, educational sociology and economics of education; Field-research methodology; Knowledge and formation in an idea-historical perspective; Children's and youth culture; Informal learning, workplace learning and organisational learning; Culture, language and identity in a current and historical perspective; ICT and media and ethnic minorities; Environmental and health education; Professional development, leadership and institutional development.There are 33 doctor students in IMI and many of their research themes are similar to DPU.In DPU and Latvia there are 3 years full time studies but DPU realise 4 years extern studies in a doctor program.

After enrolment each student of DPU has to make an individual plan being accepted about six months after enrolment and reporting is twice a year. A project description of maximum 10 pages (excluding references) should be enclosed in the application. The description should

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include: a delimitation of the problem being addressed in the project and an indication of the motivation behind the project; the theoretical basis of the project; methodological considerations; scientific and ethical considerations in connection with empirical data collation, where applicable; well-founded suggestions for departmental and network affiliations; preliminary schedule for the course of studies. In addition, a curriculum vitae, copies of diplomas and a list of publications should be enclosed.

It is similar to LLU, only reporting is three times a year.

One year of full-time study in DPU corresponds to 60 ECTS credits: carrying out a work of independent research under supervision (the PhD project); preparing a PhD thesis on the basis of the PhD project; achieving satisfactory results in research training courses approved by the PhD Board of Studies. Courses must correspond to a total of 30 ECTS credits; participating in active research environments, including study visits to other research institutions, primarily abroad, or by other means; acquiring teaching experience or another form of knowledge communication, related to the greatest extent possible directly to the PhD student's project; participating in at least two international congresses/conferences, preferably with a paper.

Course participation includes participation in specially organized research training courses. For a PhD programme with a standard duration of 3 years of study, the student must participate in a minimum of 6 courses, including a minimum of 2 courses in methodology/theory of science.

Doctor studies in Latvia is 144 CP – 48 CP a year for full time students. Similarly to DPU IMI doctor students carry out research work under the supervision preparing thesis and study theoretical courses 32 credits (IMI study program in item No. 4).

PhD students must continuously organize their own programme of courses on the basis of the opportunities available at the Danish University of Education and other universities in Denmark and abroad. The standard duration of courses taken at other universities must be approved by the PhD Board of Studies.

Both in DPU and IMI as well is an active environment or network is a group of active researchers who meet regularly at research seminars, who discuss and comment on the research projects carried out within the group, who act as a point of departure for, for example, conference activities, who circulate information on new publications, calls for papers for congresses, conferences, journals etc, and who in general pave the way for more extensive national and international networks within the research fields represented.

PhD students must, however, always be affiliated with an active research environment at the Danish University of Education. In addition, the student should preferably be affiliated with research environments at other universities, mainly abroad, and with national and international research networks.

There is a demand at DPU to submit thesis at the end of the study period. The theses of DPU must reflect the doctor student’s ability to carry out an original research, decide critically, a very good competence in the research methodology and giving of serious contribution to the concrete field of research. Similar demands are in Latvia as well. The DPU doctor degree applicant must take an exam not later than four months after submission of the thesis. The doctor’s degree is awarded only after passing the exam. The doctor students of LLU program take the exam of pedagogy in the last year of theoretical part and it is before submission of theses.

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IMI co-operates with DPU in the frame of the ESF career project and in NOVA-BOVA net, e.g., DPU academic staff lead the theoretical course about problem based studies and usage of IT in them. Co-operatin with the University of Geneva (Switzerland) has started in the field of pedagogy of tertiary level. Doctor student O.Turuševa has carried out a research there on first year students study skills in comparison to LLU first year students study skills.

The University of Southampton, the School of EducationLLU has a co-operation agreement with the University of Southampton. IMI is involved in the project Network of European Tertiary Level Educators. Coordinating Institution - University of Southampton. The project comprises evaluation of tertiary level teaching competence and putting forward of the future teaching principles. Doctor studies in the School of Education offer the opportunity to: gain expert knowledge in a specialist field; design, implement and report on a research project; foster your capacity for originality and constructive criticism; participate in interdisciplinary personal and professional skills training co-ordinated through Faculty Graduate Schools; network with other postgraduate research students through Graduate School activities.

Intake: 20 per year (in IMI doctor programme – about five students per year). Start date: throughout the year (in LLU as well). Study mode and duration: full-time 3 years; part-time 5 years (in Latvia full-time three years, part-time four years). Entry requirements: MA or MSc (or equivalent) plus at least three years’ professional experience (In IMI Doctor Program of Pedagogy - Mg. paed., professional experience is desirable but it is not obligatory demanded) Assessment: 10,000-word research training portfolio. Application:through the School of Education. Applications should include original/certified copies of degree certificates and an English language certificate (if appropriate), a research proposal and two academic references.Fees per year: UK/EU 2005/06 (subject to increase for 2006/07) Full-time £3085 (LLU -500 LVL), Part-time £1044 ( LLU- 300.- LVL); International 2006/07 Full-time £8700 (no international students in the IMI Doctor Program of Pedagogy ).The programme is delivered through a series of core and elective units. The core modules of the Research Training Programme are as follows: Philosophical Issues in Educational Research; Research Skills and Processes; Data Collection; Data Analysis (IMI study program in item No. 4).The elective/option modules of the Research Training Programme are as follows: Action Research; Communicating and Disseminating Research; Ethnographic Research; Quantitative Methods; The Self in Case Study Research; Small Group/Classroom Interaction Analysis (IMI study program in item No. 4)..7.8.3. Academic staff work abroad In Erasmus programs 2003 – 2006 worked: assoc. prof. Vija Dišlere - Metopoliten University (London), Munster University; prof. Baiba Briede - Helsinki University; assist. prof. Nora Lūse - Laurea Polytechnik (Finland); assist. prof. Anita Vecgrāve - Agrarpadagogische Akademie Wien.

7.8.4. Number of foreign guest lecturers in the programGuest lecturers are regularly from Erasmus projects and co-operation nets higher schools. From 2003 to 2006 guest lectures delivered prof. Monique Montagne in the developmental tendencies of pedagogy (Ecole National de Formation Agronomique de Toulouse, France), prof. Erich Ribolitz philosophy of education (Agrarpadagogische Akademie Wien); prof. Christie Wogowitz, Gabriele Kampel in didactics (Agrarpadagogische Akademie Wien); prof. Anne Liebhard-Wallner in tendencies of education development in Austria (Agrarpadagogische Akademie Wien); prof Claudia Schmid in pedagogical psychology and sociology (Agrarpadagogische Akademie Wien); prof. Barbara Fraytag-Leyer in consumer sciences (University of Applied Sciences in Fulda, Germany); prof. Regina Bigga in developmental tendencies of consumer sciences, household, home economics (University of Munster).

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Totally: eight guest lecturers.

7.8.5. Studies abroad2003. – 2006.

1. Doctor student Olga TuruševaBusiness trip: 01.03.2006. - 29.05.2006.University of Geneva, Switzerland.Source of finance: GEBERT RÜF STIFTUNG (Swiss Baltic Net).

2. Doctor students Z.Beitere, S.Reihmane, assistant prof. I.KataneBusiness trip September, 2005London University Senate LibrarySource of finance: LLU research project

3. Doctor student N.Vronska, assist. prof. I.Katane and prof. B.BriedeBusiness trip: 09.05.2006. - 11.05.2006.University of Life Sciences (Tartu, Estonia)Source of finance: NOVA-BOVA net

4. Doctor student Z.Beitere did research in Agrarpadagogische Akademie Wien in May, 2006 in the frame of Erasmus program.

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4. Developmental Plan of the Doctor Program of Pedagogy 2003 -2010

Planned changes Time Evaluation and possibilities of development Sources of financing

1. 2. 3. 4.

To cntinue scientific research work in research directions of IMI, particularly in the field of education ecology and home economics

All the time

National economy of Latvia develops step by step and it causes development of home-economics as well. Household/home economics prestige is quite low at schools of Latvia. Therefore it’s necessary to activate research work in this field. Researches on problems of home-economics in Latvia and in the world as well as regular revision of the Programme of Home-Economics should be carried out.

LLU, projects, ministries

To focus the Program to preparation of high qualified specialists mainly for LLU, advisory service, educational establishments in rural areas.

All the time

Rural areas need high qualified specialists for educational and research work. Special attention should be paid to Zemgale region because LLU is also a regional higher school. As there is competition among doctor programmes of education in Latvia it is one of quality development stimulus as well.Doctor students are mainly Masters of Education from LLU Programme.

Doctor students, employers, local authorities, ministries, LLU

To co-operate with higher schools of Latvia (University of Latvia, Pedagogical University of Daugavpils, Pedagogical Academy of Liepāja, Higher School of Rēzekne) in supervising and reading of Master and Doctor papers, delivering of guest lectures, reading of study and subject programmes, organizing and participating in conferences.

All the time

Co-operation is necessary for exchange of experience, comparison of programs, solving of shared problems, evaluation of successes and failures.

LLU, partners

Co-operation with the promotion councils of pedagogy of LU and DU in reviewing and defending theses

All the time

Promotion council can be established at LLU as well. LLU, doctor students

To co-operate with the departments of LLU. All the time

Co-operation provides fulfilment of the item 19.16. as regards natural, technical sciences and humanities because all the appropriate departments are at LLU.

LLU

To develop scientific and academic staff

Improvement of staff structure

All the time

Doctor’s degree of psychology or education (year): one person

Associate professors and professors of pedagogy: 2004 - 1; 2005 – 2010 - 3; professors – 1 or 2

LLU

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1. 2. 3. 4.

Participation in projects (Erasmus, research, ESF, etc.) All the time

It’s important to continue Erasmus projects with the University of Helsinki and Agrarpadagogische Akademie Wien, etc.

LLU The Council of Science of Latvia, LLU, projects, sponsors, participants

Participation in international organizations of education: Association for Teacher Education in Europe, International Organization for Science and Technology Education, etc.

All the time

It’s important to organize international conferences and participate in them, apply articles for proceedings, exchange of informative materials and experience.

Projects, foundations,the Council of Science of Latvia, LLU, sponsors, participants

Co-operation with ministries, local authorities, vocational schools regarding necessary specialists of education and future places of work for rural areas.

All the time

Specialists with Doctor’s Degree of Education who can work at schools of general and vocational education, adult education, local authorities, business structures, advisory service, social service, tourism industry are necessary for keeping sustainable and highly developed rural environment. They can put forward concepts, lead target and work groups, do researches, write informational materials including text-books and scientific articles, compose , submit and realise projects and suggestions regarding education problems in the countryside

Ministries, local authorities, LLU

Improvement of theoretical studies and independent work of doctor students.

Each year Organize lectures (invite the best specialists from Latvia and guest lecturers from abroad) alternately with seminars. To use problem method as much as possible to stimulate discussions about problems prepared before.

LLU, projects

Organizing of international scientific conferences and issuing of proceedings.

Once in three years

There is a possibility:1. to participate and submit articles for proceedings.2. establish and develop contacts in Latvia and overseas.

LLU, The Council of Sciences of Latvia, sponsors.

Advertising of the Programme Each year Renewal of information in INTERNET, booklets and leaflets, newspapers as well as informational days at LLU and rural areas for applicants are organized.

LLU

To get sources of literature. Each year The newest literature of education and psychology is necessary at least for 500 - 1000 Ls each year.

LLU, sponsors, projects.

To promote positive educational environment by means of amendment works and interior improvement - 2000 Ls per year.

All the time

One of aspects for positive educational environment is its layout close to the natural environment. It means that versatile materials should be used, especially those from nature.

LLU, sponsors

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1. 2. 3. 4.To provide effective functioning of the Department’s Library in co-operation with the Scientific Library of LLU.

All the time

There should be a convenient access to books and catalogues. The Library of the Department of Education should be accessible also for other students of Latvia higher schools of education.

Free of charge

Co-operation with the future employers keeping regular contacts with them - other higher schools, companies, schools, etc. and informing them about the research work; revision and improvement of the Programme submitting it to the approval of the employers.

Each year So that graduates work at schools and other educational centres, advisory centres, companies, social institutions it necessary to keep regular contacts with them and employers. Contacts are kept by the manager of the Programme or his representatives. Employers by means of questionnaires, interviews, talks, discussions give necessary information about quality of work, problems and future places of work.

LLU, employers

To do self-assessment every year and prepare for accreditation Regularly IMI together with partners (employers, other higher schools, etc.) LLU

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Appendices

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1. Statute of doctor studies of Latvia University of Agriculture

APSTIPRINĀTS10.11. 2004. Senāta sēdēlēmums Nr. 5 - 50

Latvijas Lauksaimniecības universitātes DOKTORA STUDIJU

NOLIKUMS1. Doktora studijas Latvijas Lauksaimniecības universitātē (LLU) notiek licencētās un

akreditētās programmās saskaņā ar Latvijas Republikas likumiem, starptautiskajiem līgumiem, Latvijas Republikas Ministru kabineta noteikumiem, LLU Satversmi, šo nolikumu un tam pakārtotiem LLU dokumentiem.

2. Doktora studiju mērķis ir sagatavot starptautiskam līmenim atbilstošu jauno zinātnieku paaudzi zinātniskās pētniecības un akadēmiskajam darbam, kā arī zinātniskajam un organizatoriskajam darbam valsts un privātajās institūcijās.

3. Doktora studijas ir LLU prioritāte, akadēmiskā personāla atjaunotnes un attīstības mērķprogrammas sastāvdaļa.

4. LLU doktora studiju programmas (Programmas) atbilst Starptautiskās izglītības programmu klasifikācijas (ISCED) un Latvijas Republikas Izglītības klasifikācijas augstākajam līmenim. Programmas zinātnes nozarēs un apakšnozarēs, kurās universitātē ir promocijas padomes, izstrādā un piesaka fakultātes vai institūti, apstiprina LLU Senāts.

5. Doktora studiju programmas pārzina LLU zinātņu prorektors un promocijas padomju priekšsēdētāji, programmu izpildi organizē universitātes Doktorantūras daļa, doktora studiju programmu vadītāji un katedras (institūti).

6. Doktorantu tiesības un pienākumus nosaka Augstskolu likums, likums Par zinātnisko darbību, LLU Satversme, Latvijas Republikas Ministru kabineta noteikumi, kā arī Latvijas Zinātņu akadēmijas un Latvijas Zinātnes padomes izstrādātais Zinātnieka ētikas kodekss.

7. Uzņemšana pilna laika valsts budžeta finansētās, kā arī pilna un nepilna laika fizisku un juridisku personu finansētās doktora studijās notiek saskaņā ar LLU uzņemšanas noteikumiem.8. Valsts budžeta finansētā pilna laika programmā atklāta konkursa kārtībā uzņem

Latvijas pilsoņus un personas, kurām ir LR izdota nepilsoņa pase, kā arī personas, kurām ir izsniegtas pastāvīgās uzturēšanās atļaujas, ja tās iepriekš nav mācījušās doktorantūrā un tām ir maģistra vai tam pielīdzināts akadēmiskais grāds.

9. Fizisku un juridisku personu finansētās pilna un nepilna laika doktora studiju programmās bez 8. punktā minētajiem ierobežojumiem var uzņemt personas, kuras ieguvušas maģistra grādam atbilstošu izglītību. Ārvalstu pretendentiem nepieciešama Latvijas Republikas maģistra grādam pielīdzināma izglītība. Diploma atbilstību nosaka Akadēmiskās informācijas centra ekspertīze.

10. Valsts budžeta finansētās pilna laika doktora studiju programmas izpildes ilgums ir trīs gadi. Fizisku un juridisku personu finansētās pilna un nepilna laika doktora studiju programmas izpildes ilgums nav ierobežots.

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11. Par valsts budžetu studējošs LLU pilna laika doktorants saņem Latvijas Republikas normatīvajos aktos noteikto stipendiju un studiju kredītu. LLU fizisko un juridisko personu finansēto doktora studijas maksu nosaka LLU Senāta lēmumi.

12. Pretendentiem, kuri maģistra akadēmisko un profesionālo grādu ieguvuši kādā citā zinātnes nozarē, attiecīgās programmas vadītājs un katedra (institūts) var noteikt iestājeksāmenu izvēlētajā zinātnes nozarē.

13. Pretendenti tiek uzņemti doktorantūrā ar rektora rīkojumu, pamatojoties uz LLU Zinātnes padomes lēmumu, kurā vienlaicīgi apstiprina doktoranta zinātnisko vadītāju.

14. Par doktoranta promocijas darba zinātnisko vadītāju var būt zinātņu doktors, kas veic pētījumus atbilstošā zinātnes nozarē (apakšnozarē), kam ir zinātniskas publikācijas par pētījumiem šajā zinātnes nozarē, un kas piedalās ar referātiem starptautiskās konferencēs. Zinātnisko vadītāju, kas nav LLU pedagoģiskais vai zinātniskais darbinieks, uzaicina attiecīgās katedras (institūta) vadītājs. Šādā gadījumā zinātniskā vadītāja darba samaksu plāno no attiecīgajai struktūrvienībai paredzēto valsts budžeta līdzekļu daļas. Tiesības būt par promocijas darba zinātnisko vadītāju, kā arī ierobežojumus attiecībā uz maksimāli vienlaicīgi vadāmo doktorantu skaitu nosaka LLU Zinātnes padome.

15. LLU doktorants divu mēnešu laikā pēc uzņemšanas doktorantūrā izstrādā doktora studiju darba plānu (pēc LLU Zinātnes padomē apstiprinātas formas) saskaņā ar LLU doktora studiju programmu standartu un iesniedz to akceptēšanai doktora studiju programmas vadītāja norādītajā katedrā (institūtā). Doktoranta studiju plāns jāsaskaņo ar zinātnes nozares (apakšnozares) doktora studiju programmas vadītāju. Doktora studiju programmas vadītāja un katedras (institūta) akceptētu doktora studiju plānu doktorants iesniedz apstiprināšanai attiecīgās zinātnes nozares (apakšnozares) LLU promocijas padomē. Apstiprinātu doktora studiju darba plānu doktorants iesniedz Doktorantūras daļā.

16. Doktoranta darba rezultātus reizi četros mēnešos vērtē doktora studiju programmas vadītāja noteiktajā kārtībā. Atskaiti (pēc LLU Zinātnes padomē apstiprinātas formas) par paveikto attiecīgajā laika periodā un katedras (institūta) vai programmas vadītāja pārskatu par doktoranta studiju plāna izpildes gaitu iesniedz Doktorantūras daļā. Atestācija turpmākajām studijām doktorantūrā notiek katra doktora studiju gada beigās attiecīgās katedras (institūta) paplašinātajā sēdē, piedaloties LLU promocijas padomes pārstāvim.

17. Doktora studiju laikā doktorants nokārto promocijas eksāmenus zinātnes nozares apakšnozarē vai apakšnozares virzienā, izvēlētajā pētījumu virzienā un svešvalodā (angļu, vācu vai franču). Promocijas eksāmenu programmu attiecīgās zinātnes nozares apakšnozarē vai apakšnozares virzienā izstrādā attiecīgā katedra (institūts) un apstiprina LLU promocijas padome. Promocijas eksāmena programmu izvēlētajā pētījumu virzienā izstrādā doktorants un zinātniskais vadītājs, apstiprina LLU promocijas padome. Doktora studiju priekšmetu eksāmenu skaitu un saturu nosaka katedra (institūts).

18. Promocijas eksāmenu zinātnes nozarē (apakšnozarē), izvēlētajā pētījuma virzienā un svešvalodā pieņem ar LLU zinātņu prorektora rīkojumu noteikta komisija. Promocijas eksāmenu rezultātus atspoguļo protokolā un to paraksta visi eksāmena komisijas locekļi. Protokols tiek iesniegts LLU Doktorantūras daļā un kopija izsniegta doktorantam. Doktora studiju priekšmetu eksāmenus (ieskaites) pieņem attiecīgās katedras (institūta) noteiktā kārtībā.

19. Valsts budžeta finansētam pilna laika doktorantam ir tiesības izmantot ikgadējo 28 kalendāra dienu atvaļinājumu. Fizisku un juridisku personu finansēts pilna un nepilna laika

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doktorants, kurš sekmīgi pilda doktora studiju darba plānu, var saņemt LLU ieteikumu par papildus apmaksāta atvaļinājuma piešķiršanu darba vietā.

20. Saskaņojot ar struktūrvienības vadītāju, LLU akadēmiskajam personālam ir tiesības vienu reizi saņemt apmaksātu triju mēnešu studiju atvaļinājumu promocijas darba sagatavošanai. LLU darbiniekiem, kas nepārtraucot darbu sekmīgi studē doktorantūrā, var piešķirt bezalgas atvaļinājumu. Bezalgas atvaļinājumu piešķir tikai pēc ikgadējo un papildatvaļinājumu izmantošanas.

21. Studiju laikā doktorantam ir tiesības pieprasīt studiju pārtraukumus (akadēmiskos atvaļinājumus) ar kopējo laiku līdz diviem gadiem. Studiju pārtraukuma laikā tiek saglabāts doktoranta statuss, studiju vieta un studiju forma programmā, bet netiek izmaksāta stipendija un studiju kredīts.

22. Studiju pārtraukuma iemesls var būt veselības, sociālas vai ģimenes problēmas, vairāk kā trīs mēnešus ilgi zinātniskā darba periodi ārzemēs, nepieciešamība apkopot un analizēt darba rezultātus. Doktora studiju akadēmisko atvaļinājumu piešķir ar rektora rīkojumu, pamatojoties uz doktoranta iesniegumu, ko atbalsta doktora studiju programmas vadītājs.

23. Doktorantam ir tiesības mainīt studiju formu no pilna uz nepilna laika un otrādi, saskaņojot to ar zinātnisko vadītāju, katedras (institūta) vadītāju, doktora studiju programmas vadītāju un Doktorantūras daļu.

24. Doktoranta zinātniskā vadītāja akadēmiskā darba apjoms studiju gadā ir 30 KP par viena pilna laika un 22,5 KP par viena nepilna laika doktoranta promocijas darba vadīšanu. Doktoranta darba vadīšanā netiek ieskaitīts doktoranta akadēmiskā atvaļinājuma laiks.

25. Lai sekmētu doktoranta zinātniskā vadītāja motivāciju, vadītājs no LLU centralizētiem līdzekļiem saņem vienreizēju maksājumu, ja vadāmais iegūst zinātnisko grādu.

26. Doktora studiju sekmīgai absolvēšanai doktorants apgūst teorētisko kursu, veic pētniecisko darbu un sagatavo promocijas darbu, kas atspoguļo oriģināla pētījuma rezultātus, kuriem jābūt publicētiem.

27. Doktora studiju beigās doktorants iesniedz Doktorantūras daļā studiju laikā iegūto KP apjoma kopsavilkumu, kuru apstiprina doktora studiju programmas vadītājs, un uz tā pamata, Doktorantūras daļa izsniedz doktorantam attiecīgu dokumentu.

28. Doktora studiju programmas zinātnes nozarēs (apakšnozarēs), kurās LLU nav promocijas padomes, sagatavo no fakultātes vai institūta profesūras izvirzīts programmas vadītājs, saskaņo to ar tās zinātnes nozares (apakšnozares) promocijas padomes priekšsēdētāju, kurā paredzēta doktoranta promocijas darba aizstāvēšana un apstiprina LLU Senāts. Programmas pārzina zinātņu prorektors un atbilstošās fakultātes vai institūta domes priekšsēdētājs, izpildi organizē Doktorantūras daļa, doktora studiju programmas vadītājs un katedras (institūta) vadītājs.

29. Doktora zinātnisko grādu piešķir promocijas padomes, kuras darbojas saskaņā ar LLU Promocijas padomju nolikumu.

Lietotie termini

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Doktora studijas – Fizisku un juridisku personu finansētās pilna un nepilna laika doktora studiju programmās pēc individuāla plāna veicamas studijas atbilstoši programmas prasībām, lai iegūtu doktora zinātnisko grādu;Doktorants - doktora studiju programmā imatrikulēta persona;Kredītpunkts (KP) – studiju uzskaites vienība, kas atbilst studējošā 40 akadēmisko stundu darba apjomam (vienai studiju nedēļai); Pilna laika studijas – studiju veids, kuram atbilst 40 kredītpunkti akadēmiskajā gadā un ne mazāk kā 40 akadēmiskās stundas nedēļā;Nepilna laika studijas - studiju veids, kuram atbilst mazāk nekā 40 kredītpunkti akadēmiskajā gadā un mazāk nekā 40 akadēmiskās stundas nedēļā;Promocija – doktora grāda piešķiršana.

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2.Standard of doctor studies of Latvia University of Agriculture

Pielikums Senāta lēmumam Nr.4-88

Pielikums Senāta lēmumam Nr.4-88

Latvijas Lauksaimniecības universitātes

doktora studiju programmu standarts

Latvijas Lauksaimniecības universitātes doktora studiju programmas standarts (turpmāk - standarts) izstrādāts, pamatojoties uz LR MK 1999.gada 6.aprīļa noteikumiem Nr.134 “Nolikums par promocijas kārtību un kritērijiem”, Augstākās izglītības padomes 1999.gada 18.jūnija lēmumu Nr.62 “ Noteikumi par doktorantūras studiju izveidi un realizēšanu”, LLU doktora studiju programmu akreditācijas ekspertu norādījumiem.

LLU doktora studiju programmas kopapjoms ir 144 KP, no tiem teorētiskās studijas 30...50 KP

apjomā un zinātniskais darbs 94...114 KP apjomā;

Doktora programmas teorētiskās studijas 30...50 KP apjomā iekļauj:

2.1. obligāto daļu 20...28 KP apjomā;

zinātnes nozares apakšnozares vai apakšnozares virziena speckurss

(ar promocijas eksāmenu nokārtošanu) 8...10 KP;

pētījumu virziena speckurss (ar promocijas eksāmena nokārtošanu) 4...8 KP;

profesionālās svešvalodas speckurss (ar promocijas eksāmena nokārtošanu) 4 KP;

pētījumu metodoloģijas kursi 4...6 KP;

2.2. izvēles daļu 10...22 KP apjomā.

Doktoranta teorētisko studiju saturu piedāvā viņa zinātniskais vadītājs, saskaņojot ar

doktorantu, akceptē attiecīgās katedras vai institūta akadēmiskā personāla sēdē un

apstiprina LLU atbilstošās zinātnes nozares (apakšnozares) promocijas padome vai (ja LLU

nav promocijas padomes) fakultātes dome divu mēnešu laikā pēc studiju uzsākšanas;

Doktora studiju izvēles kursu saturu noteiktajā apjomā nosaka individuāli katram

doktorantam studiju programmas ietvaros, ņemot vērā izvēlēto pētījumu virzienu.

Zinātniskais darbs 94...114 KP apjomā iekļauj:

pētniecību, promocijas darba sagatavošanu un noformēšanu 84...104 KP

pētījumu rezultātu publicēšanu 6...10 KP

- 72 -

3. Doctor students, promotion researches, scientific supervisors (14.06.2006)Nr. Doctor

studentCode Study

periodBranch of pedagogy Theme Supervisor

Part time1. Alksne

Inta100754-10039

01.11.200431.10.2008

Sports pedagogy The methods of students’ specialized training for the improvement of health and physical condition.

Assoc.prof. Dr.paed A.Zeidmane

2. Apermane Baiba

281069-10008

01.09.200431.07.2009

Tertiary pedagogy Integration of content and language for rural foreign relations specialists Assoc.prof. Dr.paed L.Maļinovska

3. Augškalne Inese

260356-12716

01.09.200431.08.2008

School pedagogy World view of the vocational students Assoc. prof, Dr.paed. B.Garjāne

4. Balode Iveta

150863-11493

01.12.200530.11.2009

Tertiary pedagogy Improvement of the constructivism didactic model in the professional programs of hospitality management

Assoc.prof. Dr.paed.V. Dišlere

5. Baltušīte Regīna

280559-10015

01.09.200531.08.2008

Tertiary pedagogy Psychological support centre as a university environment component Assoc.prof. Dr.paed.I. Katane

6. Bierande Signe

160471-11311

01.04.200631.03.2010

Adult pedagogy Access to life-long learning for rural inhabitants of Latvia Assoc.prof. Dr.paed A. Aizsila

7. Burceva Rita

060769-12426

01.10.200430.09.2008

Tertiary pedagogy Ecological approach to studies in a regional higher institution as a condition of education quality

Prof. Dr.paed.L. Pēks

8. Hofmane Sandra

090271-10017

01.09.200131.08.2006

School pedagogy Correcting influence of the artistic action for pupils with special needs Doc. Dr.art.. Dr.paed.N. Lūse

9. Kalniņa Ilze

300471-12059

01.11.200531.10.2009

School pedagogy Promotion of competitive personality development in the rural secondary school educational environment

Assoc.prof. Dr.paed I.Katane

10. Kuliša Irēna

060766-11615

01.12.200530.11.2009

Adult pedagogy Methodology of study courses for catering service specialists Assoc.prof. Dr.paed V.Dišlere

11. Miķelsone Līga

081156-10025

01.09.200131.08.2007

School pedagogy Development of pedagogical interpersonal relations in the educational environment

Prof. Dr.paed.B. Briede

12. Penķe Dace

070151-12059

01.09.200531.08.2008

School pedagogy The school as a promoter of educational needs in rural areas Assoc.prof. Dr.paed I.Katane

13. Šinkus Tatjana

041179-10007

01.12.200530.11.2009

Tertiary pedagogy Case study modules in Englis for special purposes Prof. Dr.paed.B. Briede

14. Šūpola Raita

120866-11396

01.09.200431.08.2008

Tertiary pedagogy Culturalisation of personality under the influence of social factors Assoc.prof. Dr.paed. B. Garjāne

15. Turins Valdis

180345-11219

01.11.200431.08.2009

General pedagogy Conceptualisation problems of existentialism in pedagogy Assoc.prof. Dr.paed.B. Garjāne

16. Untiķe Astrīda

280258-10662

01.09.200431.08.2008

School pedagogy Impact of micro and mezo systems on pedagogiical process in elementary school

Prof. Dr.paed.L. Pēks

17. Žvale Ruta

220359-10600

01.11.200431.10.2008

Tertiary pedagogy Improvement of professional competence of becoming tourist and hospitality service specialists

Assoc.prof. Dr.paed V.Dišlere

73

Full time1. Alondere

Linda240775-12052

01.10.200330.09.2007

Tertiary pedagogy Readiness of young people for college studies Prof. Dr.paed.L. Pēks

2. Beitere Zane

070676-12709

01.09.200431.08.2007

Tertiary pedagogy Competence of home economics teachers in the context of European culture

Assoc.prof., Dr.paed E. Volāne

3. Collenkopfa Sanita

270578-12051

01.09.200431.08.2007

School pedagogy Differentiated approach in acquiring mathematics in a rural boarding school

Assoc.prof. Dr.paed A. Zeidmane

4. Čerņavska Gabriela

160975-10150

01.12.200530.11.2008

School pedagogy Dialogue in instrument playing in musicss shools of Latvia Doc. Dr.art.. Dr.paed.N. Lūse

5. Dunska Ināra

040663-11564

01.10.200430.09.2007

Tertiary pedagogy Rural tourism pedagogical potential in the development of cultural environment oriented personality

assist. prof. . Dr.art.. Dr.paed.N. Lūse

6. Feldmane Agnese

200879-12000

01.09.200431.08.2007

Adult pedagogy Education of parents in children upbringing Asoc.prof. Dr.paed A.Zeidmane

7. Gailiša Viktorija

041079-10126

01.11.200531.10.2008

School pedagogy Pedagogical means of prevention rural adolescence computer addiction

Prof. Dr.paed.L. Pēks

8. Kazuša Irina

100364-12728

01.09.200531.08.2008

Tertiary pedagogy Chemistry course as a condition of critical thinking of medicine students

Prof. Dr.paed.B. Briede

9. Mednis Aivars

051055-12559

01.10.200430.09.2007

School pedagogy Adolescence interests related education in rural areas. Assoc.prof. Dr.paed A. Baumanis

10. Ostrovska Anita

040462-11857

01.10.200330.09.2006

Vocational pedagogy Rural youth education for professional orientation Prof. Dr.paed.B. Briede

11. Rasnača Liene

150377-10009

01.09.2005 31.08.2008

School pedagogy Integration of home economics/household with exact subjects in rural schools

Assoc.prof. Dr.paed A. Aizsila

12. Šalajeva Oksana

070475-10529

01.06.2005 31.05.2008

Sport pedagogy Competence and action effectivenes of fitness pedagogue Assoc.prof. Dr.paed A. Lasmanis

13. Tomsons Vilnis

281063-10029

01.06.200431.05.2007

Augstskolas pedagoģija Improvement of life-long learning competences on Bachelor level studies

Assoc.prof. Dr.paed L. Maļinovska

14. Turuševa Olga

260480-10001

01.10.200530.09.2008

Augstskolas pedagoģija Study skills development models for the first year Bachelor students

Prof. Dr.paed.B. Briede

15. Vronska Nataļja

120879-10005

01.09.200431.08.2007

Augstskolas pedagoģija IT in home economics studies on tertiary level Assoc.prof. E. Volāne

16. Vronskis Olafs

110479-11869

01.09.200431.08.2008

Augstskolas pedagoģija Substantiation of methods in virtual studies of engineering Assoc prof..Dr.paed.I. Klegeris

74

4. CV of academic staff

CURRICULUM VITAE

PERSONAL INFORMATIONName ANITA AIZSILADate, place of birth 30.09.1943., Jelgava, LatviaID number 300943-10007Home address, phone Ausekļa iela 58a, Jelgava LV 3000, Latvia, +371 3024177Place of work, position Latvia University of Agriculture, Institute of Education and

Home Economics, assoc.prof.Address, phone J.Čakstes bulv. 5, Jelgava LV 3000, Latvia, +371 3080694

EDUCATION, ACADEMIC POSITIONName of institution Daugavpils UniversitāteYear 2002Qualification, degree School pedagogy/educational science, assoc.prof.Official statement Council of Professors, protocol Nr.2, 26.06.2002.

Name of institution Latvia University of AgricultureYear 1999Qualification, degree DocentOfficial statement HI council, Docent diploma – DOC Nr.021, 01.06.1999.

Name of institution Daugavpils Pedagoģiskā UniversitāteYear 1998Qualification, degree Teaching methodology/educational science, Dr.paed.Official statement DPU doctorate council, Diploma G-D Nr.000055,

29.01.1998.

EMPLOYMENTName of institution Latvia University of Agriculture, Institute of Education and

Home EconomicsYear 2002 - Position assoc.prof

Name of institution Latvia University of Agriculture, Institute of Education and Home Economics

Year 2000 - 2002Position Docent

Name of institution Latvia University of Agriculture, Department of EducationYear 1998 - 2000Position Docent

ACADEMIC COURSESSubject History of Pedagogic/Education (bachelor programs)Credit 3

Subject Pedagogical idea in Latvia (bachelor programs)Credit 3

Subject Educational sociology (master programs)Credit 1

76

Subject Research/teaching methodology (master and PhD programs)Credit 6

Subject Further education program for teachers “Basic course in Pedagogy/Education”

Credit 60

RESEARCH WORKTeaching methodologySchool pedagogyVocational educationAssessment of knowledge/learning

PROJECTSCo-operational project between schools in Latvia, Poland, Lithuania, Estonia, Byelorussia, Russia, Israel, Germany, Italy and UkraineExchange program of university teaching staff with Vienna Agrar-pedagogy academy, Austria

PUBLICATIONS19 articles in reviewed quotable editions12 study/training aids7 articles in international editions7 other publications22 presentations in international conferences10 presentations in other conferences(titles of articles are supplemented)

19. 06. 06.

A.Aizsila

77

CURRICULUM VITAE

Irina ArhipovaName

JelgavaPlace of birth05.10.1963

Date, month, year

Dean of the Faculty of Information Technologies of Latvia University of AgricultureAssociate professor in the Department of Systems Control

Work place and position

Work address:2, Liela street, LV-3001

Jelgava, Latvia

Telephone +371 - 3023095Fax: +371 - 3023095

E-mail: irina.arhipova@llu.lvEducation

Higher education, Master’s course, doctoral studies. Ed. Establishments,

country

Study period Speciality Qualification

Moscow State University named after M. Lomonosov (higher education)

1980 - 1985 Mathematics Mathematics

Riga Technical University (doctoral studies)

1988 - 1991 Control in technical systems

Expert Systems

Latvia University of Agriculture (master’s course)

2000-2001 Pedagogic Pedagogic

Research degreesInstitution awarding degree Year Speciality Degree Diploma

No.Latvia University of Agriculture

1994 Agricultural Machinery

Doctor degree in the engineering sciences

G-D Nr000334

Employment1985–1995, Latvia University of Agriculture, Engineer – programmer1995–1999, Latvia University of Agriculture, Assistant professor in the Department of Informatics1999–2002, Latvia University of Agriculture, Head of the Division of Research2002–to present, Dean of the Faculty of Information Technologies, associate professor in the Department of Systems ControlScientific research interests Scientifics fields: Risk management methodology in Latvia agriculture Gross National product macroeconomics model econometrics analysis and forecast in

LatviaProjects: “Expert systems in grain cultivation” Latvia Council of Science, 1992, responsible

executor “Agricultural modeling and forecast system creation according EU requirements”, Latvia

Ministry of Agricultural, 1998, responsible executor

78

Latvia Council of Science cooperation projects 02.0016 „Risk factors, risk assessment and risk management in Latvian agriculture”, 2001-2005., responsible executor

PHARE 2000 ESC project “Building of human resource development and infrastructure backpone for information technology services in Jelgava city”, 2002 – 2003, member of steering committee.

PHARE 2000 ESC projects “Establishment of Zemgale region business support and adult education centre”, 2002 – 2003, member of steering committee.

LR Economics ministry project „Innovative product making in bioenergetics branch”, 2003.

Contributions at conferences (last three years) Arhipova I., Bāliņa S. (2003) Interrelation of the statistical hypotheses and methods.

International conference “Research in Statistics – Basis of Social Sciences and Education”. Latvia University, Riga.

Arhipova I. (2003) The estimation of the agricultural sector in the Latvian economics. 54th

Session 2003. International Statistical Institute, Berlin. Arhipova I. (2003) Information technology study program development at the Latvia

University of Agriculture. Fourth Nordic-Baltic Agrometrics Conference, Uppsala, Sweden.

Arhipova I., Arhipovs S. (2004) Bio server design in architecture of forest inventory information system. 20th Nordic Conference of Mathematical Statistics. University of Jyväskylä, Finland.

Arhipova I., Bāliņa S. (2004) The problem of choosing statistical hypotheses in applied statistics.. COMPSTAT 2004 16th Symposium o IASC, Prague, Czech Republic.

Arhipova I., Rudusa I. (2005) The entrepreneurial networks and regional development in Latvia. International conference “Entrepreneurship and macroeconomic management” proceedings, University of Rijeka, Pula, Chroatia, P. 8.-20.

Arhipova I., Bāliņa S. (2005) Profession segregation decrease in the Latvia branch of Information technologies. International Congress of Information Technology in Agriculture, Food and Environment Proceedings. Cukurova University, Adana – Turkey, October 12-14, 2005, P. 176-181.

Courses delivered1. Probability theory and mathematical statistics 2. Time series analysis3. Multivariate data Analysis 4. Econometrics5. Quantitative methods for management6. Research methodology

Number of publications: 85Publications Arhipova I., Bāliņa S. (2003) Interrelation of the statistical hypotheses and methods.

International conference “Research in Statistics – Basis of Social Sciences and Education”. Latvia University, Riga.

Arhipova I. (2003) The estimation of the agricultural sector in the Latvian economics. 54th

Session 2003. International Statistical Institute, Berlin. Arhipova I. (2003) Information technology study program development at the Latvia

University of Agriculture. Fourth Nordic-Baltic Agrometrics Conference, Uppsala, Sweden.

Arhipova I., Arhipovs S. (2004) Bio server design in architecture of forest inventory information system. 20th Nordic Conference of Mathematical Statistics. University of Jyväskylä, Finland.

Arhipova I., Bāliņa S. (2004) The problem of choosing statistical hypotheses in applied statistics.. COMPSTAT 2004 16th Symposium o IASC, Prague, Czech Republic.

Arhipova I., Arhipovs S. (2005) Riska vadības terminoloģijas aspekti. LLU Raksti Nr.15 (310), 3-9.lpp.

79

Arhipova I., Arhipovs S. (2005) Monogrāfijas „Riski lauksaimniecībā un privātajā mežsaimniecībā”, 2.nodaļa „Riska vadības metodoloģija”, Jelgava, LLU, RTU, 64-98.lpp.

Arhipova I., Rudusa I. (2005) The entrepreneurial networks and regional development in Latvia. International conference “Entrepreneurship and macroeconomic management” proceedings, University of Rijeka, Pula, Chroatia, P. 8.-20.

Arhipova I., Bāliņa S., Rudusa I. (2005) Latvijas reģionu attīstības rādītāju kvantitatīvā analīze, LU Raksti, 690 sēj. Vadības Zinātne, 151.-159.lpp.

Arhipova I., Rudusa I. (2005) Uzņēmumu tīkla modelis reģionu attīstība, LU Raksti, 690 sēj. Vadības Zinātne, 9.-16.lpp.

Arhipova I., Bāliņa S. (2005) Profession segregation decrease in the Latvia branch of Information technologies. International Congress of Information Technology in Agriculture, Food and Environment Proceedings. Cukurova University, Adana – Turkey, October 12-14, 2005, P. 176-181.

Paura L., Arhipova I., Arhipovs S. (2005) Information Technology in Animal Breeding. International Congress of Information Technology in Agriculture, Food and Environment Proceedings. Cukurova University, Adana – Turkey, October 12-14, 2005, P. 476-480.

In-service training (last three years)The Royal Veterinary and Agricultural University, Department of Mathematics and PhysicsDanish Government Scholarship for teaching staff, September, 2000 – November, 2000Polish – Japan Information Technologies Institute, course ”Education of highly qualified IT specialists for Central and Eastern Europe countries in accordance to demands of the job market”, 15.02.2004.-28.02.2004.

Academic and social societies (membership)Member of International Biometric SocietyMember of LITTA (Latvian Information Technology and Telecommunication Association)Member of Latvian Mathematics SocietyMember of Latvia University of Agriculture Scientifics CouncilMember of Latvia University of Agriculture ConventMember of Latvia University of Agriculture SenateAwardsLLMZA Agricultural economics department member

Languages: Reading skills Writing skills Speaking skills excellent good average excellent good average excellent good

averageLatvian X X XRussian X X XGermanEnglish X X X

21.02.2006.(Date ) (Signature)

CURRICULUM VITAE

1. Family name: BAUMANIS2. First names: ALDIS3. Date of birth: 12.03.19594. Nationality: Latvian

1. Civil status: married

80

2. Education:Institution: University of LatviaDate: from (month/year): to (month/year):

09.1976.06.1981.

Degree (s) or Diploma (s): Bachelor Equivalent, Major-Physicist

Institution: University of LatviaDate: from (month/year): to (month/year):

09.1991.06.1993.

Degree (s) or Diploma (s): Master's Equivalent, Pedagogy

Institution: University of LatviaDate: from (month/year): to (month/year):

01.1994.04.1996.

Degree (s) or Diploma (s): Doctor, Pedagogy

7. Language skills (Mark 1 to 5 for competence 5 being the best and 1 the weakest knowledge):

Language Reading Speaking WritingEnglish 4 4 3German 5 4 3Russian 5 5 4

8. Membership of professional bodies:

- member of Association of Intellectuals of Latvia (elected in the Board),- member of Board of Institute of Economics of Academy of Science, - member of Association of non-government Universities (elected as President)

9. Present position: Vice- Chairman of the Board of School of Business Administration Turība,

Member of Council of Higher Education of Latvia10. Years within the firm: 6

11. Professional experience record:Date 03.2000. – 09.2004.Location Rīga Graudu 68Company School of Business Administration TurībaPosition Rector

Date 06.99. - 03.2000.Location Rīga Imanta str.1Company Teacher Training and Educational Management AcademyPosition Head of the chair of School ManagementLocation Rīga Graudu 68Company School of Business Administration TurībaPosition Adviser

Date 09.93. - 06.99.

81

Location Rīga Vaļņu str.2Company Ministry of Education and SciencePosition Director of Department of General Education;

Director of Department of Finance & Economics

Date 08.91. - 09.93.Location Rīga Kvēles str. 64Company Schoolbord of Vidzemes district in RigaPosition 1. Director of Gymnasium Yugla

Date 04.90. - 08.91. Location Rīga Brīvības str. 266Company Executive committee of Vidzemes district in Riga MunicipalityPosition Vice chairman in Executive committee

12. Others:

Since 1994 working as lecturer in the master's degree programs in pedagogical science; teaching courses: Economics of Education; Policy of Education; Marketing of Education;have 15 scientific publications.

10.02.2006. A.BAUMANIS

82

2. CURRICULUM VITAE

Name, surname Gunārs BrāzmaIdentity No 181065-10005Place of birth Jelgava, Latvia.Home address Akadēmijas iela 2 dz. 26, Jelgava, LV – 3001.E-mail gbrazma@latnet.lv Education2000 – 2003 Postgraduate studies – philosophy, Latvian University 1997 – 2000 Graduate studies – philosophy, Latvian University, Faculty of History and Philosophy1983 – 1993 Undergraduate studies – biology, Latvian University, Faculty of BiologyScientific degrees2005 – Doctor of Philosophy (Dr. phil.), institution awarding degree - Latvian University.Employment2005 – current date: Assistant Professor, Department of Philosophy, Faculty of Social Sciences, Latvian University of Agriculture (LUA).2003 – 2005: lecturer, Department of Philosophy, LUA.2001 – 2003: assistant, Department of Philosophy, LUA.1989 – 1999: laboratory assistant, Jelgava’s Secondary School No.4.1987 – 1988: teacher of botany, Jelgava’s Secondary School No.4.1986 – 1987: assistant, Faculty of Forestry, Latvian Academy of Agriculture.Publications Evolucionārās bioloģijas pamati. 1998, R.: Mācību grāmata.Cilvēka daba: ieskats evolucionārā pieejā. 1998, R.: RaKa.Bioloģija vidusskolām. II daļa. 1998, R.: Pētergailis.Aizpure A., Brāzma G., Kusiņa M. Bioloģija vidusskolām. I daļa. 1998, R.: Pētergailis.Mūsdienu bioētikas problēmas un Kanta ētika / Latvijas Zinātņu Akadēmijas Vēstis, 2004, 58/4. 19. – 29. lpp.Cilvēka embrija un augļa morālais statuss / Latvijas Universitātes Rakstu 687. sējums “Filosofija”, 2005. 21. – 30. lpp. Eitanāzija– par un pret. DOCTUS žurnāls ārstiem un farmaceitiem, jan. 2006. 53.– 54. lpp.Contributions at international scientific conferences2006: Jelgava, Latvia. Conference “New Dimensions in the Development of Society”. Report “The term “passive euthanasia” and its use in the euthanasia debate in Latvia.”2004: Jelgava, Latvia. Conference “Social Integration in Expanding Europe”. Report “Alienation and “slippery slope problems” in bioethics.”2002: Jelgava, Latvia. Conference “Social Capital”. Report “An approach to bioethics: recognition of value pluralism as social capital.”Courses delivered at Latvian University of AgriculturePhilosophy, ethics, aesthetics (for BSc), Ethics, aesthetics (for BSc), Philosophy (for BSc), Ethics (for MSc).In-service training2003, Norway: participation at a workshop “Teaching Bioethics. A Nordic Workshop on how to best teach Bioethics, organised by the Nordic Committee of Bioethics and the Nordic Academy for Advanced Study”LanguagesLatvian: reading, writing and speaking skills – excellent.

83

English: reading skills – excellent, writing and speaking skills – good.Russian: reading skills – excellent, writing and speaking skill – good

30.06.2006. G.BRĀZMAC U R R I C U L U M V I T A E

I General informationFirst name, surname: Baiba BriedeCode: 171156 - 10054Place of birth: Latvia, Jelgava Address: Helmaņa 7-7, Jelgava, LV-3004; telephone. 9263418, 3080693Education: English language and literature; qualification of philologist and teacher Academic titles and scientific degree: assoc.prof., Dr. paed.Occupation: professor in higher school pedagogy at Latvia University of Agriculture (LLU), director of the Institute of Education and Home Economics Language skills: Latvian, English, Russian; German, French, Latin (reading and writing on scientific level by means of a dictionary)

II Research Coordination or participation in international research projects and programmes

1. Network of European Tertiary Level Educators. Socrates programme. GRANT AGREEMENT: 114053-CP-1-2004-1-UK-ERASMUS-TN Coordinating Institution - University of Southampton (UK), 2004 - 2007- coordinator from LLU

2. Webb Memorial Trust Foundation - project for agricultural school senior staff and school development, partner countries - Latvia, UK, 2000 - 2001, coordinator from LLU

3. Webb Memorial Trust Foundation project Development of Teaching/Learning Methodology of Agricultural School Teachers, partner countries - Latvia, UK, 2000 - 2001, coordinator from LLU

4. Reshaping the Structure and Focus of Teacher/Trainer Training in Latvia and Lithuania - the in-service training programme of The Finnish component of the donor co-operation project between European Training Foundation, Ministry of Education of Finland, and Ministry of Education of Denmark Organisational development in VET Schools, partner countries - Latvia, Lithuania, Finland, Denmark, 2000. - 2001., participant

5. TEMPUS project Nr. S _JEP-09710-95 Practically Oriented Further Education of Agricultural School Teachers, partner countries - Latvia, UK, Italy, 1995 ... 1998 – coordinator from Latvia

Coordination or participation in research projects and programmes financed by the Council of Sciences of Latvia, Ministry of Education, Ministry of Agriculture, etc. 02 LLU research project No. 2005/2

05.2 Professional and Further Education for the Countryside of Latvia in the Context of European Union, 2005 - 2008. - coordinator.

1. Learning 4 Sharing! Nordic - Baltic module-based further training project. Partners - Nordic Folk Academy, Latvian Adult Education Association, Lithuanianian Association of Adult Education, Estonian Non-formal Adult Education Association, 2000 – 2002, participant

2. DELATE II project Vocational Pedagogical Teacher Training for Teachers at Professional Education Schools, project partners – Denmark, Latvia, 1998 – 1999, participant

Leader or member of councils or associations

84

1. Member of the Advisory Council of Pedagogue Education and Professional Development since 2003

2. Member of Promotion Council of Pedagogy of the University of Daugavpils since 2005.

Important scientific papers1. Briede B., Krastiņa L. Competence Research Aspects, Kinds and Components//

Journal of Science Education, Vol. 7, Special Issue, 2006, 20 – 22 p.2. Pridāne A., Briede B. Criteria of Life Quality in Household in General and Higher

education // Journal of Science Education, Vol. 7, Special Issue, 2006, 56 – 59 p. 3. Apsīte I., Briede B., Pēks L. Izglītības ekoloģija - teorija un prakse// Proceedings of

International Scientific Conferences Development of Thinking and Education 2001. - 2004. - Rīga, 2005, 19. - 32. p.

4. Briede B. Content, Criteria and Checking of the Portfolio for Providing Professional Development // Journal of Science Education, Vol. 6, Special Issue, 2005, 17-18 p.

5. Briede B., L.Pēks Evaluation and Assessment of Informal Learning // Journal of Science Education, Vol. 6, Special Issue, 2005, 15 - 17 p.

6. Briede B. Problems of Reaching Competence During Studies at a Higher School // Journal of Science Education, Vol. 5, No.1, 2004, 8-12 p.

7. Briede B. Education for Getting Competence from Constructivists Perspective in the Context of Environment // Proceedings of the International Scientific Conference Research for Rural development 2004.- Jelgava: Latvia University of Agriculture, May 19th – 22nd, 2004 (received for publishing in the proceedings)

8. Briede B. Promotion of Dialogue Relations at School as a Means of Human Welfare // Proceedings of the International Conference Scientific Achievements for Wellbeing and Development of Society.- Rēzekne: Higher School of Rēzekne, March 4th-5th, 2004, 9 - 15 p.

9. Briede B. Adult Education in the Countryside of Latvia in the Context Life Long learning Memorandum // Proceedings of the International conference of Association for Teacher Education in Europe (ATEE) Changing Education in a Changing Society.- Rīga: LU, May 2nd – 3rd, 2003, 30 - 35 p.

10. Apsīte I., Briede B, Pēks L. Education from the Aspect of the Ecology of Personality Development// Proceedings of the International Conference Countryside Environment, Education, Personality - Jelgava: LLU, March, 27th – 28th, 2003, 12 - 16 p.

11. Briede B. Getting Competence in a Higher School in the Context of Memorandum of Life Long Learning// Proceedings of the International Conference Countryside Environment, Education, Personality, - Jelgava: LLU, March, 27th – 28th, 2003, 223– 227 p.

12. Briede B. Kompetences sastāvdaļas un to iekļaušana studijās// Sabiedrība un kultūra. Rakstu krājums, 5/ sastād. A. Medveckis.- Liepāja: LiePA, 2003, 587 - 594 p.

13. Briede B. Elements of Science Teachers Education at the Latvia University of Agriculture // Proceedings of the 3rd IOSTE Symposium for Central and East European Countries Science and Technology Education in New Millenium.- Prague, Charles University: PERES Publishers, June 15th -18th , 2000, 221 -224 p, 1 table.

14. Briede B., Krastiņa L., Laitāne M. Competence and Co-operation in Teaching Farmers. Proceedings of the International conference Cooperation and Competence in Education,- Jelgava:LLU, May 4th-6th, 2000, 27-30 p.

Paper presentations in international scientific conferences, etc. 1. Briede B., Krastiņa L. Competence Research Aspects, Kinds and Components.

International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27 – 28, 2006

2. Pridāne A., Briede B. Criteria of Life Quality in Household in General and Higher education. International scientific conference Rural Environment. Education. Personality, Jelgava, Latvia, April 27

85

3. Briede B., Katane I. Organisation and Evaluation of Students Pedagogical Practice// ENTEP conference,University of Latvia, Riga, May 13th, 2005.

4. Briede B., Pēks L., Sirvide M. //starptautisks seminārs The Role of Education in the Process of Transition: from Consumer society to Knowledge Society, Čehijas Lauksaimniecības universitāte, Izglītības katedra, Prāga 2005. g. May 20th – 22nd

5. Briede B., Pēks L. Work of the Adviser in the Context of Education Ecology // international conference Influence of Agricultural and Rural Advisers operation Synergy of the Rural development processes, 25th - 28th April, 2005, Saulkrasti

6. Briede B., Pēks L. Maģistra studijas un darba izstrādāšana. 3. starptautiskā konference Pedagoģija: teorija un prakse, 2004. gada 15. oktobris, Liepājas Pedagoģijas akadēmija

7. Briede B. Dialogue in the Context of Intercultural Competence // the 3rd International Conference Languages, Technologies and Cultural Diversity. - Kaunas: Kaunas University of Technology, June 18 - 20, 2004

8. Briede B. Education for Getting Competence from Constructivists Perspective in the Context of Environment. The International Scientific Conference Research for Rural development 2004- May 19th - 22nd, 2004, Jelgava, Latvia University of Agriculture

9. Briede B. Promotion of Dialogue Relations at School as a Means of Human Welfare. Starptautiska konference Scientific Achievements for Wellbeing and Development of Society,March 4th - 5th, 2004, Higher School of Rēzekne, Latvia

10. Briede B. Adult Education in the Countryside of Latvia. International conference of Association for Teacher Education in Europe Changing Education in a Changing Society, may 2nd - 3rd, Rīga, Latvia University

11. Briede B. Collection of Evidence for a Portfolio: Content, Criteria and Checking. International conference on Higher Education Innovation, May 16th - 19th , 2003, Ukraine, Kiev

12. Briede B., Pēks L. Evaluation and Assessment of informal Learning. International conference on Higher Education Innovation, May 16th - 19th , 2003, Ukraine, Kiev

13. Apsīte I., Briede B., Pēks L. Education from the Aspect of the Ecology of Personality Development. International Conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture

14. Briede B. Getting Competence in a Higher School in the Context of Memorandum of Life Long Learning. International Conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture

15. Briede B. Kompetences sastāvdaļas un to iekļaušana studijās. Starptautiska zinātniska konference Sabiedrība un kultūra, 2002.g . 23. – 24. maijs, Liepāja, Liepājas Pedagoģijas akadēmija

16. Briede B. Elements of Science Teachers Education at the Latvia University of Agriculture. 3rd IOSTE Symposium for Central and East European Countries Science and Technology Education in New Millenium, June 15th -18th , 2000, Czech Republic, Prague, Charles University

17. Briede B. Problems of Competence of Agricultural Vocational School Teachers. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture

18. Briede B., Krastiņa L., Laitāne M. Competence and Co-operation in Teaching Farmers. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture

19. Briede B. Competences Based Approach in Further Education of Teachers. International symposium Education of Science Teachers, October 16th -18th, 1998, Poland, Naleczow,

20. Briede B., Pēks L. Pedagoģiskā vide. Latvijas Mājturības institūta dibināšanas 60. gadadienai veltīta starptautiskas konference Mājturības pedagoģiskās aktualitātes, 1998., Jelgava, LLU

Paper presentations in local conferences, etc.

86

Briede B. Komunikatīvās prasmes - būtiska sociālās kompetences sastāvdaļa. Konference Sabiedrība un kultūra,1998., Liepājas pedagoģiskā augstskola

Other information Member of the Journal Journal of Science Education Committee of Support and Committee of Advisers Scientific reading:1. Book by A. Ļāščenko, L. Druzika Development of Humanistic and Effective

School.- Rīga:RaKa, 2004 - 196 p.2. Paper by Mario Quintanilla Gatica for the journal Journal of Science Education 3. Papers by M. Mežāre, V.Šlendins un P.Vucenlazdāns, I. Onževa, U. Kanders un E.

Kandere, U. Kanders for the Proceedings of the international conference Scientific Achievements for Wellbeing and Development of Society.- Rēzekne: Rēzeknes augstskola, March 4th - 5th , 2004

4. Papers by A.Arnicāne, A.Vecgrāve, M.Aulanko, K.Pass, K.Pappel for the Proceedings of the international conference Rural Environment, Education, Personality - Jelgava: LLU, March 27th - 28th, 2003

5. Papers by I.Katane, K.Zariņa, L.Turuševa, L.Damberga for the Proceedings of the international conference Research for Rural Development - Jelgava: LLU, May 23rd-25th, 2001

6. Leader of the scientific direction Pedagogical Aspect of Getting Competence in the Context of Rural Environment at the Institute of Education and Home Economics of LLU: education and further education of the countryside youth, farmers, agricultural advisers, unemployed, etc.

Member of Latvian Union of Scientists since 2001 Member of Latvian Higher Schools Professor Association (LAPA) since 2000 Member of International Organisation for Science and Technology Education (IOSTE)

since 1999III Pedagogical work

Scientific Advising of Doctor Theses (PhD) Defended – Maija Laitāne Further Education for Acquiring the Competence of Agricultural Adviser PhD students – Aija Pridāne, Ludmila Krastiņa, Inita Soika, Antra Bērziņa, Anita Ostrovska, Līga Miķelsone, Irīna Kazuša, Tatjana Šinkus

Scientific Reading of Doctor Theses (PhD Rachel Kroupp Development of Teachers' Attitude Towards Instruction in Heterogeneous First Grade Classes

Leading of Study Programmes 2000. Doctor Programme of Pedagogy 2001. Didactics of Higher School Scientific Advising of Master Papersspring semester - 5, 1999 - 10; 2000 – 18, 2001 – 17, 2002 – 22, 2003 - 5, 2004 – 6, 2005 – 1; 2006 - 2Scientific Advising of Bachelor Papers2000 – 1; 2006 - 2Study Courses

Course CPDevelopmental Tendencies of Pedagogy (Doctor studies)

2 - 4

Tendencies of the Development of Didactics (Master studies)

3

Didactics (Bachelor studies) 3 Didactics of higher school (Academic staff continuing 4

87

education)Applied Communication (optional in all Bachelor programmes at LLU)

3

Adult education (Bachelor programme) 2

Teaching in Socrates/Erasmus Programmes1. Lecture course on the concept of competence, structure, didactical aspects; problems

of home economics development in Latvia - Helsinki University, September 20032. Lecture course on the concept of competence, structure, didactical aspects - Vienna

Agrarpedagogische Academy, May, 2002

Teaching materials1. Briede B., Pēks L. Working out of Master Paper.- Jelgava: LLU: IMI, 2003., 102 p.

1. Briede B., Laitāne M., Neimanis G. Importance of Group Work in the Development of Social Competence - Ozolnieki: LLKC PHARE project, 1999, 28 p (A4 size)

2. Valuation of Teaching/Learning. Jelgava: LLU, 1998. - 24 p. (TEMPUS project; co-authors: A.Deiviss, M.Karter, G.Patrik, L.Pēks, D.Stjuart)

3. Educational Groups and Planning of Teaching/Learning .- Jelgava: LLU , 1998 - 42 p. (TEMPUS project; co-authors: M.Karter, B.Meredit, L.Pēks)

Further education in Latvia or in foreign higher schools or other research establishments The NOVA-BOVA course Problem Based Learning (PBL) and Information Technology

(ICT ), Estonian University of Life Sciences, Tartu, Estonia, may 9-11, 2006 International seminar for tertiary level educators in the frame of the project Network of

European Tertiary Level Educator, Gratz, March 29th – April 1st, 2006 International seminar for tertiary level educators in the frame of the project Network of

European Tertiary Level Educator, Budapest, September 21st- 23rd, 2005 International seminar The Role of Education in the Process of Transition: from Consumer

Society to Knowledge Society, Czech Agricultural University, Department of Education, May 20th – 22nd, 20051. 35 hours course Humanistic and Individual Approach Towards Children in the

Educational Process. The Course leader: Professor, Doctor of Psychology, the honour member of Russia Academy of Education Shalva Amonashvili, February 14th - 18th, 2003

2. International seminar The Development of Ph.D.study Programs in Agricultural Sciences of Baltic States and Cooperation Possibilities, participants - Latvia, Lithuania, Estonia, April 25th - 26th, 2002.

3. Seminar Training Course in College Management in the Webb Memorial Trust Foundation Project Development of Teaching/Learning Methodology of Agricultural School Teachers, UK, Bishop Burton College, November 11th- December 4th, 2001

4. Programme The In-service Training Programme of The Finnish component of the donor co-operation project between European Training Foundation, Ministry of Education of Finland, and Ministry of Education of Denmark Organisational development in VET Schools in the project Reshaping the Structure and Focus of Teacher/Trainer Training in Latvia and Lithuania, partner countries - Latvia, Lithuania, Finland, Denmark, 2000 - 2001

5. DELATE II project programme Vocational Pedagogical Teacher Training for Teachers at Professional Education Schools, partners – Denmark, Latvia,1998 - 1999

Other important information1. Seminar Methods for Successful Work with the Audience at a Higher School in the

project Learning 4 Sharing, Latvian Adult Education Union, November 21st - 22nd, 2002

2. Member of Latvia Adult Education Union since 19993. Participation in working out of the study programmes:

88

1. Master Programme of Education 2. Professional Study Programme Home Environment and IT in Education3. Programme Organisation of Work at a Higher School

IV Organisational work Expert, leader or member of international scientific organisations, conference organising committees 5. International scientific conference Rural environment.Education.Personality. Jelgava,

Latvia, April 27-28, 2006 – chairman of the organizing committee, member of scientific committee.

6. International Conference on Institutional Evaluation Techniques in Education (ICIETE, July 1-3, 2005, Greece) - a member of the Scientific Committee

7. International conference Scientific Achievements for Wellbeing and Development of Society, March 4th - 5th, 2004, Higher School of Rēzekne, Latvia - member of organising committee

8. International conference Countryside Environment, Education, Personality, March 27th - 28th, 2003, Jelgava, Latvia University of Agriculture - member of organising committee

9. International conference Cooperation and Competence in Education, May 4th -6th,2000, Latvia, Jelgava, Latvia University of Agriculture - member of organising committee

Duties at Latvia University of Agriculture 1. Member of the Council of Studies since 20022. Director of the Institute of education and Home Economics since 2000 3. Member of the Council of Science since 2000 4. Member of the Convention since 19995. Member of the Commission of Awarding Master's Degree of Pedagogy since 1997

Other important information1. Contest of home economics of Latvia at LLU in 2002 and 2003 - member of

organising committee

Baiba Briede

May 7th, 2006

.

Curriculum vitae assoc.prof., Dr.paed. Vija Dislere

LatviannationalityLatvia University of Agriculture, The Institution of Education and Home Economics

Title and occupationAddress:Katolu 1 - 28Jelgava, LV-3001, LATVIAPhone (office) +371 3080692;

mob: +371 9217322e-mail: Vija. Dislere@llu.lv

89

Scientific qualification: doctor of EducationEducation:Training institution Duration Speciality QualificationDaugavpils Pedagogical University 1997 Education doctorLatvia University of Agriculture 1994. y. -1995.

y.Education master

Latvia State University, Riga 1975. y. -1980. y.

mathematics mathematician

Experience:Duration Establishment Occupationsince 2000 Latvia University of Agriculture,

Institution of Education and Home Economics

Associate professor, teacher trainer

1997 - 2000 Latvia University of Agriculture, Department of Nutrition and Home Economics

Docent, teacher trainer

1991 - 1998 Children and youth centre “Junda” textile teacher1984 - 1996 Jelgava Culture Centre textile teacher for adult further

education 1980 - 1990 Latvia University of Agriculture assistant of mathematics

Scientific Duties and Equivalent Posts:Member of Consultative Council of Home Economics study subjects

in Latvia Ministry of Education and Science, since 1999.Member of Senate Latvia University of Agriculture since 2001-2004.Study program manager in Home Economics-Education in LLU since1999.Erasmus/Socrates coordinator within HE collaborating with Finland, German and England

since 1999.Member of steering group in European project “Consumer Education For Adults- Network”

( CEA-N) 2003-2006.A chair of Latvian group of EUROPEAN COMMISSION Health and Consumer Protection

Directorate- General project “Development On Line Consumer Education Tools for Adults”(DOLCETA) 2005 – 2006.

A chair of the PHARE project “University for the development of the region” (UDeR) 2005-2006.

Partnership in European project “Consumer Citizenship Network”( CCN) 2003-2004.A chair of Soroptimist Latvian group in international project Five –0 “Zonta and Soroptimist

International clubsfor Latvia Rural Women” 2003/2004.

A chair of Latvian group in Nordic- Baltic project “Consumer Education, Phase -2” 2003/2004.

Partnership in Nordic- Baltic project “Consumer Education” 2001/2002.Partnership in Nordic-Baltic project “A School for All” 2000/2003.IFHE coordinator between Baltic countries 1998- 2002.A member of editorial board and organizing committee of International conference “Rural Environment. Education. Personality”. LLU, Jelgava, April 27-28, 2006.A member of editorial board and organizing committee of International conference “Rural Environment. Education. Personality”. LLU, Jelgava, March 27-28, 2003.

90

A member of editorial board and organizing committee of International conference “The Space of Creation” in Siauliai university on November 21 – 22, 2002.Editor of four teaching aids 2002/2006.Member of Convention Latvia University of Agriculture since 1997.Visiting lecturer / SOCRATES : Helsinki university 2000, Muenster university 2002,

London Metropolitan University 2003.Member of Faculty of Food Technology Council 1998- 2000.Member of Faculty of Engineering Council since 2000.A Chair of the Scientific Organizing Committee; International conference “Current Issues of Training in Home Economics”, Jelgava, 1998.A Chair of the International Organizing Committee of the First Baltic Olympiad of Home Economics for school students 2000. A member of Organizing Committee of Latvia State Olympiad of Home Economics for school students 1997 – 2002. Training course:

Methodology of Training Home Economics, DidacticAdult EducationConsumer educationSpecial optional course Decorative Embroidery.

Directions of Scientific Work:Human life quality in the context of home economics and teaching/learning of separate

integrated subjects ( consumer education) The Theory of Adult Training

Directions of Methodological Work:Methodology of Qualification WorksCo-ordinate students' practice Methodology of Composing Training Books and Teaching Aids

Languages: Latvian, English, Russian

Additional education:Duration Training institution Speciality Qualification9.08.- 28.12.2005

LLU PHARE project “University for the development of the region” cycle of seminars

International project management

Certificate

1.07.2005 Latvia Ministry of Education and Science and Latvia University of Agriculture and Socrates/ Grundtvig–4 project Consumer education for adults (CEAN)

Latvian consumers in the European network

Certificate

25.04.2002 Latvia Ministry of Education and Science, Riga

Development of organization of further education

28.05.-01.06.2001 (1 week)

Latvia Ministry of Education and Science and Liepaja Academy of

Development of professional study programs in

Certificate

91

Education university education1 month - 1999 UNDP –United Nations

Development programme in Latvia; Woman institution for further education, Riga

entrepreneurship Certificate

1993 -1995 Latvian Chamber of Craft, Riga

Tailor Diploma of master of craft

1993 -1995 Latvian Chamber of Craft, Riga

decorative embroidery

Diploma of master of craft

Associations:since 2000 NGO Soroptimist International Riga Club President

2002/2003since 1998 NGO The Latvian Association of the Teachers of

Practical Subjects/ IFHE Latvia/

President since 2001; member of board

1998-2002 IFHE- International Federation of Home Economics representative of Baltic Countries

since 2000 European network of Consumer Education membersince 1999 IOSTE– International Organization for Science and

Technology Educationmember

Number of Publications: 45 ( including 24 international)The Main Publications:1.V.Dislere, M.Kitson, H.Harrison Common Aspects and Differences of Adult Consumer Education in Latvia and the United Kingdom (28-35)//Scientific articles of the fourth international conference Person. Colour. Nature. Music. May 18-21, 2005, Daugavpils:Saule, 537 pages.2.V.Dislere Consumer Citizenship for Life Quality in Latvia (70-78)// Using, choosing or creating the future. Proceedings of the 1st International Scientific Conference of the Consumer Citizenship Network, 2004, Paris, France, 276 pages3.V.Dislere Adult Further Education Motivation within Home Economics Teachers // Rural environment. Education. Personality. Proceedings of the International Scientific Conference, March 27 - 28, 2003, Jelgava, LLU, Latvia4.V.Dislere Necessity for Further Education Within Consumer Science (358. – 361.)// Personality. Time. Communication. Pedagogy and Psychology. Proceedings of the International Scientific Conference February 27-28, 2003, Rezekne, Latvia – 408 pages.5.V.Dislere “Modularization and international cooperation possibilities within Home Economics education in Latvia” (113.-118.p.)// Eva Brinkmann Berufsbildung in der Hauswirtschaft – MODULARISIERUNG UND Zertifizierung im gestuften Qualifizierungssystem. genesis- Stand – Vision – Provokation, Hochschultage 2002 wbw., 152 pages. Germany6.V.Dislere “Adult professional qualification within nowadays educational technologies”(159.-164.)//International scientific conference Part II “Decade of Reform: achievements, Challenges, Problems” 02. – 04. 05.2002, Riga,- 404. 7.Dislere V., Liepina I. Professional development within home economics teacher training.// Science and technology Education: Preparing Future Citizens, 29.04.- 2.05.2001 Cyprus, 95- 99pages. 8.Dislere V. Education and healthy Lifestyle in Latvia.// Reports from European Conference “Home Economics in the New Millenium”-from a cultural, consumer and health perspective, November 23 – 25th, Norway, 2000- 41–45p9.V.Dislere Description of Teacher education in Home Economics in Latvia, (74-75p); Development of Home Economics in Latvia, (206 – 209p), Home economics in 100 years.

92

Home Economics in the 21st Century. History- Perspectives – Challenges. The Royal Danish School of Educational Studies, 2000 - 228 pages.10.V.Dislere, A.Biedris Vocational Training for Home Economics in Latvia (326-330), Families 2000: Education for Families and Households Focusing on Competencies for everyday Living and on the professionalization of services; European Perspectives; Third European Conference, 26. – 28. 09. 1999 in Bonn // Irmhild Kettschau...(Hrsg.). Red. Mitarb.: Ingrid Ute Leonhauser...-Baltmannsweiler: Schneider-Verl. Hohengehren, 2000 11.V. Dislere, D. Grasmane. Teaching Home Economics in Latvia. –Stockholm, Hushållsläraren, Journal for Home Economics teachers, 1999 - Nr. 3, - 20 –21 p.

0 1 . 0 3 . 2 0 0 6 . / V . D I Š L E R E /

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CURRICULUM VITAE

Name , surname: BEATRISE GARJĀNE

Address: 22 – 14, Rostokas str., Riga, LV 1029

Nationality: Latvian

Age: 50 years (31.03.55.)

Education:1998 Doctor’s degree in pedagogy, Institute of Pedagogy and Psychology at Latvian University

1994 - 1996Master’s degree in School Management, Master course at Riga University of Pedagogy and Educational management (RPIVA)

1994 -1996 Manager of Educational Work Qualification Riga University of Pedagogy and Educational management Higher professional pedagogical education study program

1973 -1978Higher educationDepartment of Philology at Latvian State University

Work experience:2006 - Associate professor at Riga University of Pedagogy and Educational management

2004 - Assistant professor at the Institute of Education and Housekeeping, Latvian University of Agriculture (LLU)

2000 - Assistant professor at the Humanitarian Institute of Riga Technical University (RTU)

1998 - 2005 Assistant professor at the Riga University of Pedagogy and Educational management

1995 - Member of expert commission, free-lance educationalist at the Center of Content of Education and Examination (ISEC) of the Ministry of Education and Science (IZM)

1992 - Teacher of Latvian Language and Literature, Chairperson of Humanitarian Subjects (till 1997), Deputy Director in Scientific Work (till 2000) at Riga Commercial School/ Riga Commercial Gymnasium,

1977 - 1992 Teacher of Latvian Language and Literature, organizer of extracurricular activities at Riga Secondary School No.36

Scientific Qualification:

94

Scientific publications in editions, included in the generally established List of scientific editions for reviewing approved by Latvian Science Council:

1. Esteem and self-esteem in cooperation of student and teacher// Materials of conference.- R.: Rezekne, 2005.

2. Elements of andragogy in cooperation of school and parents// RTU Scientific Proceedings: Humanitarian and Social Sciences, 8. Series, 8. Volume. - R.: RTU, 2005. - 73. -78.lpp.

3. Pedagogical values of the work of professional pedagogue – submitted for publication: RTU Scientific Proceedings - 2006.

Performance at international scientific conferences in Latvia:1. 2005 Report "Hermeneutical method in pedagogy" RTU 46th International Scientific Conference2. 2004 Report "Values and virtues in youth education " RTU 45th International Scientific Conference3. 2003 Report "Aspects of value education in upbringing" RTU 44th International Scientific Conference4. 2002 Report "Management of innovations in pedagogical process" RTU 43rd International Scientific Conference5. 2001 Report, "Self guided education in the process of studies" RTU 42nd International Scientific Conference Participation in the project of Latvian Council of Science 2000 -2001

Scientific project of Latvian Council of Science (Reg.no. 480 / 01.0498)"Socio-pedagogical fundamental of continued education in the context of globalization"

Participation in the internationally financed project 2000 - 2002

Collaborative educational project of European Training Foundation, Finnish Ministry of Education and

Science, Danish Ministry of Education and Science

"Future perspectives of professional education in Latvia and Lithuania in European context"

Pedagogical qualification:Headship of works of doctor studies:

1. Inese Augškalne "Investigation of the world outlook of students of professional schools"

2. Raita Šūpola "Culturization of personality influenced by factors of social environment"3. Valdis Turins "Problem of conceptualization of existentialism in pedagogy "

Headship of works of master studies - 17 defended master works

Management of lectures and seminars:RPIVAAdult pedagogy

95

Educational philosophy Organization and process of educational research /master course/

RTUGeneral pedagogy / master course/Upbringing theories /vocational training of professional educators/Adult pedagogy / vocational training of professional educators /History of Pedagogy / vocational training of professional educators/

LLUUpbringing theories /doctor course/Educational philosophy / doctor course /High-school didactics /vocational training of high-school professors/

IZM, RPIVA Vocational Training Center Teaching methods of Literature Upbringing during a lesson Andragogical elements in cooperation of school and parents

Elaboration of subject programs:Adult pedagogy RPIVAEducational philosophy RPIVA

Preparation of educational aids for publication:Educational aid for professional pedagogues

Managerial competence:Participation in work of collegiate institutions:

IZM ISEC free-lance educationalist,Expert in developing and processing of centralized exams

Participation at work of RTU international scientific conferences’ sections scientific commissions

Participation in public organizations:Association of Teachers of Latvian language and literature (LVLSA) – management (1997 -1998) and

participation:

2005 Report "Pedagogical tasks of Latvian language teacher in modern education" LVLSA 10th anniversary conference

Vocational training:2003Seminar "Educational reform: planned and reality "LU PPI

2003International conference "Pedagogy: theory and practice"Latvian University of Pedagogy

2003IZM vocational program "Unified approach on evaluation of textbooks"

96

2000 - 2002Seminar - project "Future perspectives of professional education in Latvia and Lithuania in European

context" – European Educational Center, Finnish IZM, Danish IZM

2002 - 20031999 -2000Seminar for university professors /2 sessions/"Reading and writing for development of critical thinking"Soros Foundation - Latvia

1999Seminar "Adult education in Europe and Latvia"Association of Latvian adult education

Languages: Latvian, Russian, German (colloquial level)

Computer expertise: Microsoft Word, Excel

Interests: Philosophy, Ethics, Literature

Awards: 2000 – Riga Municipality “Golden Pen” award

28. February, 2006

97

CURRICULUM VITAE

Daina GrasmaneFirst name Family name

Talsi 241254 - 10000Place of birth Identity number

24.12.54. LatvianDate of birth Nationality

MarriedMarital status

Department of Languages, Faculty of Social Sciences, Assoc. ProfessorWork place and position

Work Address: Home Address:Lielā iela 2 Satiksmes iela 2

Jelgava JelgavaLV-3001 LV-3007

Telephone 3005650 Telephone. 6 85 35 19Fax: 3021821E-mail: lingua@llu.lv daina.grasmane@apollo.lv

EducationUndergraduate and postgraduate studies Period of

studiesStudy

ProgrammeQualificati

onState University of Latvia

University of Latvia

1972 -1977

1987 - 1990

English Language and Literature

History and Theory of Pedagogy

Philologist, teacher of English

Research qualificationResearch council, institution Year Field of science Research

degree/position

Diploma No.

The University of Latvia

The Pedagogical University of Daugavpils

The Latvian University of Agriculture

Professors’ Council of Pedagogical Science,The University of Latvia

1991

1993

1992

2004

History and Theory of Pedagogy

Pedagogy

Linguistics

Sociolinguistics

Cand. of PedagogicalScienceDr.paed.

Docent

Assoc. Professor

KD Nr. 029350

G-D Nr.000021

LLU-DOC Nr. 033

LLU-A PR Nr. 101

Employment

1977- 1987 LLU, junior teacher1987 – 1990 University of Latvia, PhD student

98

1990 – 1992 LLU, senior teacher1993 – 2004 LLU, docent1995 – 2005 LLU, Head of Department of LanguagesSince 2004 LLU, assoc. professor

Research and academic cooperation, grants received and agreements signed

ERASMUS and other agreements (signed during the last three years)1.Agreement on cooperation between the Department of Languages, LLU and the Department of Philosophy and Culture, the Lithuanian University of Agriculture signed on 01 July 20032. Agreement on cooperation between LLU and the University of Surrey signed on 28 July 2003.3. Agreement on cooperation between the Department of Languages, LLU and the Educational Liaison Centre, the University of Surrey, signed on 28 July 2003.4.ERASMUS agreement with the University of Surrey, signed on 01 October 2003.5.ERASMUS agreement with the Lithuanian University of Agriculture signed on 24 May 2004. 6 Agreement between the Department of Languages and the Cooperative Education Centre, the University of Limerick (Ireland) on work placements for Irish trainees in LLU, signed in February 2005. 7. Agreement of co-operation between the Faculty of Social Sciences, LLU and the District Council of Jelgava signed on 31 October 2005.8.ERASMUS agreement with University of Surrey, signed on 13 November 2005

Participation in international projects ( as a project team member)1.The project of the EC ``Teaching and Learning about the History of Europe in the 20th Century``, project leader Ruth Tudor ( Great Britain) 1977 -1999.2. The project ``Changes in Higher Education in Eastern and Central Europe``, project leader Prof. J..Hobrough (Great Britain) 2003.3.The project ``Food Choice and Changing Eating Habits``, project leader Carol Noble, University of Surrey, Roehampton, 2003.4.The project ``Latvia on the Way to the ES``, project leader Monika Bachman (Germany), 2003

Projects ( as a project leader)1. The project “Acquisition of foreign languages within the study programme Management of Organisations” submitted to the Ministry of Education, Certificate of Recognition was awarded for this project on 26 September 2002.2 The project ``Development of Professional Skills of Future External Relations Managers during Practical Training in EU Countries” submitted to the Leonardo da Vinci programme agency in February, 2005. EU funding was received.Individual grants1. A grant awarded by the Council of Nordic Ministers to carry out research at the University of Stockholm, in 1995.2. A grant awarded by the Council of Nordic Ministers to carry out research at the University of Bergen (Norway), in 1996.3. Tempus IMG for professional development at the University of Surrey, 1996 4. Tempus IMG for professional development at the University of Portsmouth, 1999.

Papers given in conferences

Papers given in conferences in Latvia (within the last three years) 1..D.Grasmane, I.Siliņa. Acquisition of Foreign Languages for Successful Competition in the Labour Market``. ATEE Spring Conference ``Changing Education in a Changing Society``, 2-

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3 May, 2003, Riga, the University of Latvia.2.D.Grasmane. The Professional Foreign Language as a Means for Development of Professional Competence of Future Specialists (a poster presentation). International scientific conference ``Multicultural Communication and the Process of Globalisation`` 25-26 April, 2003, Jelgava.3.D.Grasmane, I.Siliņa. Svešvalodu mācību motivācija un darba tirgus prasības. 2.starptautiskā konference ``Pedagoģija: teorija un prakse. 2003.gada 25.aprīlī, Liepāja.4.D.Grasmane, S.Bremze. Cultural Differences in Intercultural Communication. International scientific conference `` Multicultural Communication and the Process of Globalisation`` 25-26 April, 2003, Jelgava.5.D.Grasmane, L.Turuševa, S.Bremze. The Professional Competence of Managers of External Relations. International scientific conference `` Social Integration in the Expanding Europe``, 21.-22. May, 2004, Jelgava.6.D.Grasmane, S.Bremze, L.Turuševa. European Dimension in Further Education of University Academic Staff.. International scientific conference `` New Dimensions for the Development of Society``, 16-17 June, 2005, Jelgava.

Papers given in conferences overseas1. The Latest Trends of Development in Latvia – Social and Economic Aspects. Seminar given in the Agricultural College at Stubekobbing (Denmark), 25 May 1972. 2. The Impact of Relationships between University Academic Staff and Students upon the Outcomes of the Study Process – Research Findings. Research seminar given at the University of Bergen (Norway), 01 November, 1996.3 The Portrait of a Typical Latvian Woman. International conference ``The History of Women in Europe in the 20th Century`` organised by the Council of Europe, Donaueschingen (Germany), 06 October, 19974.The Cultural Aspects of Life in Latvia since the Transition from Communism. Seminar given at the University of Portsmouth (Great Britain), 01 November 1999.5. Historical and Cultural Developments in Latvia in the Turn of the Century. International conference `` Die baltischen Lander und die EU``, Oberhartz (Germany), 28 May, 2001.6. Higher Education for Changes in Higher Education. International Scientific Conference ``Opportunities for Positive Change Facilitating Pan- European Partnerships ``, 05 –06 April 2004, The University of Surrey, Guildford (Great Britain).7.The Development of a New Study Programme for European Masters. Seminar for EUROMOVE members ``Potential EU Opportunities for Joint Action``, 08 January, 2005, The University of Surrey, Guildford (Great Britain)

Courses and study programmes designed (during the last five years) and other pedagogical activitiesCourses designed1.Scientific Writing for Doctoral Students2.English for Master Students3.Translation of Legal Documents for undergraduates

Study programmes and relevant documents designed1. “Management of Organisations”, a two- year study programme of Level 1 designed in 2001, a co- author,2. ‘External Relations of Organisations”, a Bachelor’s study programme designed in 2003, a co-author.3. ``The Professional Standard for Managers of External Relations Unit” designed in 2003, the leader of the team and a co-author. (The Standard was registered in the Public Register of Standards on 29 December 2003.)4. “Management of Organisations”, preparation of validation and accreditation papers, a team member, 2001.

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5. Masters’ programme “Management of International Projects”, designed in 2005, a co- author. 6. Masters’ programme Management of International Projects”, preparation of papers for licensing, 2005.

Number of publications– 28 Most important publications 1.Опыт повышения педагогической и психологической квалификации в Латвийском сельскохозяйственном университетею. Lietuvos Mokykla: istorija ir dabartis, Konferencijos, skirtos Lietuvos mokyklos 600-mečiui, medžiaga 1997.m. spalio 23 –24 d., Šiauliai , c.189 – 191 2. D. Grasmane, V. Dišlere. Teaching Home Economics in Latvia. Husqalls larenen, No.3, 1999, (Sweden), pp.20 -21.3. D.Grasmane, I.Siliņa. Acquisition of Foreign Languages for Successful Competition in the Labour Market. ATEE Spring Conference ``Changing Education in a Changing Society, Vol. IV ``Teachers, Students and Pupils in a Learning Society``, Riga, 2003, pp.116 – 124.4. D.Grasmane. The Professional Foreign Language as a Means for Professional Development of Future Specialists. International Scientific Conference ``Multicultural Communication and the Process of Globalisation`` 25 – 26 April 2003, Jelgava, pp.108 -118.5.D.Grasmane, L.Turuševa, S.Bremze. The Professional Competence of Managers of External Relations. International Scientific Conference`` Social Integration in the Expanding Europe``, May 21.- 22, 2004. Jelgava, pp.124 –132.6.D.Grasmane. Higher Education for Changes in Higher Education. International Scientific Conference `` Opportunities for Positive Change Facilitating Pan- European Partnerships ``, Proceedings, 05-06 April 2004, The University of Surrey, pp.55-64.

Review of Doctoral thesesDoctoral thesis by M.Fedjukova, defended in the University of Latvia in 1998.Doctoral thesis by S.Mahadžma defended in the University of Latvia in 1998.Doctoral thesis by B.Batševa defended in the University of Latvia in 2002.

Member of Editorial Boards

1. Proceedings of the international scientific conference ”Communication and Community” 17-18 May, 2001, Jelgava.2.Proceedings of the international scientific conference ``Multicultural Communication and the Process of Globalisation”, 5- 26 April, 2003, Jelgava.3. Proceedings of the international scientific conference `` Social Integration in the Expanding Europe``, 20- 21 May, 2004, Jelgava.4. Proceedings of the international scientific conference ``New Dimensions in the Development of Society`` 16.-17 June, 2005, Jelgava.

Member of organising committees

1.The international scientific conference ``Multicultural Communication and the Process of Globalisation”, 5- 26 April, 2003, Jelgava.2.The international scientific conference `` Social Integration in the Expanding Europe``, 20- 21 May, 2004, Jelgava.3.The international scientific conference ``New Dimensions in the Development of Society`` 16.-17 June, 2005, Jelgava.

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Most important professional development courses and visits1. Lettische Kooperationsborse. Gustav Stresemann Institut e.V., Bonn 21.08.–22.08. 1997. 2. A seminar for European teachers in Strasbourg and Saarbrucken 21.06.97 – 25.06.97.3. The EC project week ``Teaching and Learning about the History of Europe in the 20th Century`` Donaueshingen (Germany) 06.10.97 – 11.10.97.4. The University of Portsmouth 11.10.99 - 05.11.99.5. Internationales Haus Sonnenberg, Sonnenberg (Germany) 19.05.2001 – 26.05.2001.6.The University of Surrey 21. 07.2003 - 29. 07.2003. (under ERASMUS agreement) 7.The Lithuanian University of Agriculture 11.06.2003 - 12. 06.2003.8.The University of Surrey 31.03.2004 - 08.04.2004.9. The Lithuanian University of Agriculture 23. 05.2004 – 25.05.2004..10. The University of Surrey 06. 01.2005 -10.01.2005.Affiliation with professional and academic bodies and positions held on the basis of elections1. A member of the Convent of LLU, since 19942.A member of the Social Sciences Faculty Board, since 19953. A senator of LLU, from 2003 to 2004.4. A member of Committee for Evaluating Teaching Resources (developed by LLU academic staff), from 2001 to 2003.5. A member of EUROMOVE (an association for academic staff from Great Britain, Germany, Finland, Ireland, Latvia and Denmark), since 2995.6. A member of Internationales Haus Sonnenberg in Latvia, since 2001.

Language skillsExcellent Good Average

Latvian XRussian XGerman X

XEnglish X

1 7 . 0 3 . 0 6 . D . G R A S M A N E

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CURRICULUM VITAE

Name, surname: IRĒNA KATANE

Birth date and place: 05.10.1962., Latvia

Nationality: Latvian (woman)

Family status: merried, 2 children

Work place: Latvia University of Agriculture, Institute of Education and Home Economics

Position: assistant professor

Home address: Garozas iela 36 – 22Jelgava, LV 3002

Phone:30 28438; Mob. phone: 9759861

E-mail:Irena.Katane@ilva.lv

Address: J.Čakstes bulv. 5 , Jelgava, LV 3001 Phone.: 30 80694 Fax : 27238 E-mail: skola@cs.llu.lv

3. Education

Education establishment Time of study Professional lineQualification/ scientific degree

Latvia University of Agriculture, Doctoral programme in Pedagogy

2000 – 2005 Pedagogy Dr. paed.

Latvia University of Agriculture, Master Course in Pedagogy

1997-2000 Pedagogy Master of pedagogy

Jāz.Vītols Music Academy, Master Course in Music Pedagogy

1997-2000 Music pedagogy Master of art

Daugavpils Pedagogical institute 1983-1987 Music pedagogy Music mistress at secondary school

Foreign Languages (skills) : Russian – excellent, English – enough good

Pedagogical and academic experience: in total - 25 years, including 18 years in school pedagogy when she worked as subhead and music mistress at rural schools, as art director of various musical collective bodies, including adult musical collective bodies at rural recreation/cultural centres; as music educator at academies of music, as well as centres of interests (non-formal education) for kids and young people; 7 years in higher education (HE): academic work at Latvia University of Agriculture.

Since the 1999th Irēna Katane is a lecturer, but since the 2004th - assistant professor at Latvia University of Agriculture, Institute of Education and Home Economics.

4.

Pedagogical activity:

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1. Didactics – further education course Pedagogy Background (since 2002./2003) at Latvia University of Agriculture (LUA), Institute of Education and Home Economic (IEHE )

2. Didactics - further education course Home economics and pedagogy (since 2002./2003), at LUA IEHE

3. Didactics - pedagogy Master course (since 1999/2000) at LUA IEHE.4. Didactics – course of lectures in project DELATE (vocational pedagogy study

programme), LUA IEHE (1999/ 2000; 2000/2001; 2001/2002; 2002/2003).5. Pedagogy and Psychology - pedagogy Master course (since 2001/2002) at LUA

IEHE.6. Pedagogical Interface – pedagogy Master course (since 2000/2001) at LUA IEHE.7. Pedagogical Interface – selective subject for students of other faculties (since

2000/2001) at LUA IEHE8. Pedagogical Practice – for students (in various pedagogical study programs) at Latvia

University of Agriculture, Institute of Education and Home Economic (IEHE ).9. Reviewing of Master’s papers – pedagogy Master course (since 1999/2000) at LUA

IEHE.10. Pedagogical disciplines – doctoral study programm (since 2005).11. Pedagogy and Psychology - pedagogy Master course (since 2000).12. Pedagogy and Psychology – for other facultaties’ Master courses (since 2004).13. Supervising of Master’s papers – pedagogy Master course LUA IEHE, (since

2000/2001)14. Supervising of Doctoral dissertation – pedagogy science (since 2005).

Study aids Katane I. (2006). Skola kultūrā un kultūra skolā. Jelgava: LLU IMI, 116 lpp.

Katane I., Pēks L. (2006). Izglītības ekoloģija: starpdisciplinārs virziens mūsdienu izglītības pētniecībā. Monogrāfisko pētījumu sērija Izglītības ekoloģija. Jelgava: LLU IMI, 55 lpp.

Scientific activityThe acquired Master Degrees in 2000: 1) in Pedagogy at Latvia University of Agriculture and 2) in Art at Jāzeps Vītols Latvian Academy of Music; Doctor’s Degree in Pedagogy at Daugavpils University in 2005.

Member of Latvian Union of Scientists; member of the International Union of Humane Pedagogy. Since the 2003rd until 2005th she is a head of laboratory of Humane Pedagogy in Jelgava. Member of committee of Latvia Association „Thinking Development”. Member of organizing committee of the International scientific conferences „Rural Environment. Education. Personality” (2003; 2006). Member of scientific committee of the international scientific conference „Rural Environment. Education. Personality” (2006).

Scientific interests: educational ecology, including the ecology of human development, the ecology of social systems’ development, arts ecology; school pedagogy, including general and subject didactics; social and pedagogical synergetics.

PublicationsIn total: 40 publication, including 34 scientific article.

Major publicationsKatane I. (2006). Daudzkomponentu izglītības vides modelis. Journal Science of Education.

Vol. 7, pp. 31-33 (Columbia, Bogota). ISSN 0124 – 5481Katane I. (2005). Education Ecology as Philosophically Methodological Basis, New

Perspectives for Interdisciplinary Research of Education Environment. ATEE Spring

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University 2005. Changing Education in a Changing Society: Europe 15+10. Volume I. Lithuania, Klaipeda University, pp. 108-118. ISSN 1822-2196

Katane I. (2006). The Impact of Globalisation on Sustainability of Rural Schools in Latvia. Acta Paedagogica Vilnensia. Volume 16. Vilnius University. ISSN 1392 – 5016 (atrodas izdevniecībā)

Katane I. (2006). Sustainable development and changeability of rural school as an educational environment in Latvia. In Pipere A. (ed.). Education and Sustainable Development: First Steps Toward Changes Volume 1. Daugavpils University, Institute of Sustainable Education. ISBN – 9984-24-303-1

Katane I. (2006). Modern Rural School as an Open, Inclusive Educational Environment in Latvia. Journal Science of Education. Vol. 7, pp. 34-36 (Columbia, Bogota). ISSN 0124 – 5481

Katane I. (2001a). Various aspects of education reform in Latvia. ATEE Spring University 2001. Realising Educational Problems. Lithuania, Klaipeda University, pp.193 – 199. ISBN 9955-418-49-4 UDK 371.1 (06)

Katane, I., Aizsila, A., Beitere, Z. (2006). Teacher Competence and Further Education as Priorities for Sustainable Development of Rural Schools in Latvia. Journal of Teacher Education and Training. Daugavpils University, Institute of Sustainable Education. ISSN 1407 – 8724

5. Katane I. (2002). Change of values and paradigms of education in Latvia nowadays. Proceedings of the International Scientific Conference „Communication and Community”. Latvia, Jelgava: Latvia University of Agriculture, pp. 243 – 248. ISBN 9984-596-47-8 UDK 316.77(063)+81’27(063)

Katane I. (2002). Development of Pupil’s Personality in Pedagogical Environment of Rural School. Proceedings of the International Scientific Conference “Research for Rural Development”. Latvia, Jelgava: Latvia University of Agriculture, pp.215-222. ISBN 9984-596-54-0

Katane I. (2004). Development of Latvia Rural School as Education Environment in Eco- and Chrono- Systems. Proceedings of the International Scientific Conference “Research for Rural Development 2004”. Latvia, Jelgava: Latvia University of Agriculture, pp.231 – 239. ISBN 9984-596-86-9

Katane I. (2005). Rural School as Multidimensional Education Environment: Conceptual Model in Aspect of Education Ecology. Scientific Articles of the Fourth International Conference “Person. Color. Nature. Music”. Latvia, Daugavpils: Daugavpils University, pp. 173-188. ISBN – 9984-14-267-1

Katane I., Sēja T. (2003). Development of Creative Personality in Art Education in the Context of Rural Educational Environment. Proceedings of the 3rd International Conference “Person. Color. Nature. Music”. Latvia, Daugavpils: Daugavpils University, pp.39 – 46. ISBN 9984-14-191-8

6.

7. Reports in the International Scientific Conferences: in total- 29 reports.

Major reports

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8. Change of values and paradigms of education in Latvia nowadays. In the International Scientific Conference „Communication and Community”. May 17-18, 2001. Latvia, Jelgava: Latvia University of Agriculture.

Development of Creative Personality in Art Education in the Context of Rural Educational Environment (co-author – Tālivaldis Sēja). In the 3rd International Scientific Conference „Person. Color. Nature. Music”. May 15-18, 2002. Latvia, Daugavpils: Daugavpils University.

9. Development of Latvia Rural School as Education Environment in Eco- and Chrono- Systems. In the International Scientific Conference “Research for Rural Development”. May 19-21, 2004. Latvia, Jelgava: Latvia University of Agriculture.

10. Development of Pupil’s Personality in Pedagogical Environment of Rural School. In the International scientific Conference „Research for Rural Development 2002”. May 22- 24, 2002. Latvia, Jelgava: Latvia University of Agriculture.

11. Educational Ecology (co-author - Ludis Pēks). In the Plenary Session of the International scientific Conference „Rural Environment. Education. Personality” April 27-28, 2006. Latvia, Jelgava: Latvia University of Agriculture.

Ecology as Philosophically Methodological Basis: New Perspectives for Interdisciplinary Research of Education Environment. In the International Scientific Conference “ATEE Spring University 2005. Changing Education in a Changing Society: Europe 15+10”. May 5-7, 2005. Lithuania, Klaipeda: University of Klaipeda.

The Sustainable Development of the Latvian Rural School as Educational Environment System in Contradictions of Globalisation. In the International Scientific Conference “Educational Policy Transformations: Migration, Borrowings, Glocalisation”. November 11-12, 2005. Lithuania, Vilnius University, Faculty of Philosophy, the Department of Education and the Education Policy Centre.

Changes in Agricultural Education in Latvia in the Context of Consolidation of Europe (co-author - Tālivaldis Sēja). In the International Scientific Conference “Globalization and Integration Challenges in the Rural Areas of East and Central Europe”. May 15-16, 2003. Lithuania, Kaunas: Lithuanian University of Agriculture.

12. Model of Multicomponent Educational Environment. In the International Scientific Conference „Rural Environment. Education. Personality”. April 27-28, 2006. Latvia, Jelgava: Latvia University of Agriculture.

13. Modern Rural School as an Open, Inclusive Educational Environment in Latvia. In the International Scientific Conference „Rural Environment. Education. Personality”. April 27-28, 2006. Latvia, Jelgava: Latvia University of Agriculture.

Teacher Competence and Further Education as Priorities for Sustainable Development of Rural Schools in Latvia” (co-authors - Anita Aizsila, Zane Beitere). In the Fourth International Conference JTET (Journal of Teacher Education and Training) “Sustainable Development, Culture and Education”. May 31 – Juny 3, Finland, Helsinki: University of Helsinki.

14.

15.

Signature: ......................................... 01.02.2006. /Irēna Katane/

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CURRICULUM VITAE

Dr.paed., Dr.sc.ing., associate professor16. Ilmārs Žanis Klegeris

Latvian nacionality

Latvia University of Agriculture, Faculty of Engineering, Institute of Agriculture Energetics Tittle and occupation

Address: home: Lielā street 15 – 9, office: Čakstes 5 –310,

Jelgava, LV-3001, Latvia Jelgava, LV-3001Phome +371 3029776 Phone +371 3080687

Scientific qualification: doctor of Education, doctor of Engineering

Education: Training institution Duration Speciality Qualification

Leningrad institute of agri-culture, faculty of improvement of professional skills

1988usage of electro-energy in agriculture

certificate

Latvia Academy of Agriculture, courses of improvement of proffesional skills

1987programming, usage of electroniccomputers

certificate

Latvia Marksism-Leninism university, faculty of ideological personalities

1986teaching staff of higher-education institution

diploma

Latvia USSR Institution of inter- departmental improvement of professional skills, courses for leading teaching staff in higher- education institutions

1978higher-education institution AVS

certificate

Riga Polytechnic institution, improvement of professional skills for engineers

1965 Automatic control systems

certificate

Latvia State University doctoral studies (extern.)

1972 pedagogy certificate

Latvia Academy of Agricultural doctoral studies (extern.)

1970 agriculture mechanization

certificate

Riga Pedagogical institute, faculty of physics and mathematics

1958 physicist diploma

Experience: Duration Establishment Occupation

since 2005 Agriculture energetic institute (LEI), technical associate

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faculty (TF), LUA professorsince 1980 Latvia Academy of Agriculture (LLA),

Department of electrotechniques (EK), agriculture mechanization faculty (LMF), Now: agriculture energetic institute (LEI), technical faculty (TF), LUA

docent

1967-1980 Latvia University of Agriculture, EK, LMF, LLA

senior lecturer

1962-1967 EK, LMF, LLA assistant1960-1962 EK, LMF, LLA technician 1958-1960 Jelgava Secondary School No 2, physics and

basics of manufacturin teacher

1954-1958 Riga Secondary School No 6, physics teache, technician

1952-1954 Jelgava Secondary School No 2 teacher1950-1952 Region of Abrene, Basic School of Maliena manager

Scientific Duties and Equivalent Posts, direction of Scientific work: Since 1961 in Latvia University of Agriculture: Study didactics – theoretical, methodological, technical and organizational provision. Higher-education institution automatic control system – organozational and

methodological provision. Engineer-technical challenges in electrification of agriculture in alternative energetics. 1995-1999 supervision of 8 master thesis, which succeeded in obtaining degree in master

of pedagogy. 1999 continuation of supervision doctoral thesis development.

Conferences: Subject of Home economics as well in crossroads/ Challenges of preparation of

professional pedagogue – Rēzekne, 1997. Energetic studies LEI/ Agriculture technique and energetic problems in agriculture. –

Jelgava, 1997. Integration of knowledge in subject of home economics/ International conference. –

Pedagogy topicalities of Home Economics. – Jelgava, 1998. Possible versions of energetics study programm specializations/ LUA scientific – practical

conference. – Jelgava, 2002.

Training courses: General Electronics. Electrotechnics and Manufacturing electronics. Metrology and

electrical measurement. 2000-2006 study year: Electrical measurements; Energetics, Electrotechnics,

Electrotechnics and manufacturing electronics.

Improvement of professional skills (last 3 years): Professional visits: Riga Technical University, Rezekne Higher School of Pedagogy,

Daugavpils Pedagogical University. Self-education.

Associations, professional unions, elected positions: since 1994 Latvia Ministry of Education and Science.

Commision of Education Content and member

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examination center, consultative council since 1995 Latvia union of energetics “Bachelor, master

and doctoral competition works”member of jury

since 1997 LUA developed study material jury member of jurysince 1994 LUA Convent membersince 1995 LUA Senate membersince 1994 Technical Faculty, Council member

Number of Publications: 47; including books – 2, articles – 38, scientific work reports – 3, methodological materials – 4.

The Main Publications: Linear continuous current chain calculation (programmed study aid) – Latvia

Academy of Agriculture, Jelgava, 1968. Increase of efficiency of technical aids usage during study process – Harkova LI book

of proceedings, 1978. Automatization of agricultural manufacturing processes (textbook) – Zvaigzne, Rīga,

1992.

Rewards and honorary tittles: Latvia University of Agriculture Emeritus honor docent Diploma No.48, 1995.

Languages: reading, writing, speaking reading, writing, speaking reading, writing, speaking (native, good, fluent ) (native, good, fluent ) (native, good, fluent )Latvian x x x Russian x x x German x x x

2006.gada 3.marts (Data) (Signature)

109

110

CURRICULUM VITAE

111

Leonards LeikumsName Surname

Krāslava District 230352-10051Place of birth Identity No23.03.1952 latvian

Date, month, year Nationalitymarried

Marital statusLLU, Faculty of Social Sciences, Head of the Department of Philosophy, Docent

Work place and position

Work address: Home address:Lielā street 2 Neretas str. 10-119

Jelgava JelgavaLV-3001 LV-3002

Telephone +371 3005649 Telephone +371 3020386Fax: +371 3021821

E-mail: filo@llu.lvEducationHigher education, Master’s course, doctoral

studies. Ed. Establishments, countryStudy period

Speciality Qualification

University of Latvia, Faculty of History and Philosophy

1970-1975 Philosophy Teacher of Philosophy, sociologist

University of Latvia, Extra-mural Postgraduate Studies

1979-1984 Philosophy Candidate of Sciences in Philosophy

Research degreesInstitution awarding degree Year Speciality Degree Diploma

No.Habilitation and Promotion Council of the University of Latvia

1993 Philosophy Dr. phil C-D 000955

Institute of Philosophy and Law at the Academy of sciences of LSSR

1987 Philosophy Candidate of Sciences in Philosophy

PC 008696

Employment1998- Latvia University of Agriculture, Head of the Department of Philosophy1995- Latvia University of Agriculture, Department of Philosophy, Docent1993-1996- Department of Philosophy, Lecturer1989-1993- Latvian Agricultural Academy, Department of Philosophy, Senior Lecturer1988-1989- Latvian Agricultural Academy, Department of Marxism- Leninism, Senior Lecturer1975-1988- Liepāja Institute of Pedagogy, Department of Marxism- Leninism, Lecturer, Senior Lecturer

112

Scientific research interests 1. Problem of consciousness in philosophy2. Philosophy of science

Contributions at conferences (last three years) May 17-18, 2001- Latvia University of Agriculture, Faculty of Social Sciences.

International scientific conference “Communication and Community”. Report “Community in the gnoseology of Imanuel Kant”.

June 13-14, 2002- Latvia University of Agriculture, Faculty of Social Sciences. International scientific conference “Social capital”. Report “Alienated Social conscience”.

April 25-26. 2003- Latvia University of Agriculture, Faculty of Social Sciences. International scientific conference “Multicultural Communication and the Process of Globalisation”. Report “Globalisation and modification of Social conscience”.

Courses delivered Philosophy Ethics and aesthetics Philosophy of science Philosophy of education LogicNumber of publications: 27;Publications

Krīze XX gs. rietumu kultūrā// LLU raksti, 1996.-Nr.5.- 22.-27.lpp Cубъективные отношения и ценности // Žmogaus udymo problemos šiulaikineje.

Kaunas- Akademija, 1998. 34.-38.lpp. Boļševisma mīts K. Rauduves filozofijas darbos // LLU Raksti.- Jelgava: LLU, 1996.-

Nr.5.-37.-44.lpp. Pustka jako fenomen filozofieznej šwiadomošči // Czlowiek I pustka.- Problemy

wakuumologii /Olsztyn: osw., 2000.- 21.-24.psl. Zinātnes filozofija // Mācību līdzeklis filozofijas kursa apguvei maģistratūrā un

doktorantūrā.- 3. izd. pap.- Jelgava: LLU, 2002.- 104.lpp. (36-50, 63-68 lpp.). J.Ābele. L.Leikums. Organizācija kā sociāla kapitāla factors.- Starptautiskās

zinātniskās conferences “Sociālais kapitāls” raksti, 13.-14. jūnijs.- Jelgava: LLU, 2002.- 6-11 lpp.

In-service training (last three years)State Administration School seminar “Human Resources Management”, August 1999-(certificate)Academic and social societies (membership)

Since 1996- Member of the Council of the Faculty of Social Sciences. Member of the Convent of Latvia University of Agriculture.

Languages: Reading skills Writing skills Speaking skills excellent good average excellent good average excellent good

averageLatvianRussianGermanEnglish

01.11.2005

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CURRICULUM VITAE Imants Liepa.......................................................................

................................................................... Name Surname

Tukums 180237-10052....................................................................... ...................................................................

Birthplace Personal code

18.02.1937. Latvian........................................................................ .................................................................... Date, month year Nationality

Married...........................................

......................... Marital status

.......................................................................................................................................................

................................. Work place and position

Work address: Home address:11. Akadēmijas str. Jelgava, LV-3001 41. Sila str. Jelgava, LV-3008................................................................. ................................................................... Telephone ........+371 3026322.......... Telephone +371 3081630...................... Fax +371 3021619 E-mail: liepa@cs.llu.lv

Education

Higer education, Master`s course, doctoral studies.

Ed. Establishments, country

Study period Speciality Qualification

Latvia University of Agriculture 1957-1962 Silviculture Engineer-forester

Latvia University 1966-1967 Botany CScEstonian Academy of Sciences 1976 Ecology Dr.biol.Latvian Council of Science 1992 Ecology Dr. habil.

biol.

17. Work Experience

1961-1962 Sawmill worker, Forestry and forest industry enterprise at Jelgava1962- 1963 Laboratory assistant at the Department of Forest measurement of LLA1964-1966 Teacher at the technical school at Aizupe of Tukums district 1966- 1967 Postgraduate at the Department of botany of Latvia University1967-1989 Educational assistant, senior lecturer, assistant professor, professor at the

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Department of botany of LU1989-2003 Head of Department of Silviculture of LLU, professor 2003-....... Professor, Department of Silviculture of LLU.

Scientific Research Interests

Forest ecology: evaluation of the environmental impact on forest ecosystems, carbon dioxede sequestrationSilviculture: thinnings, dendrometry, forest inventory, ecological forecasting of wood increment

Contributions at conferences (last three years)

1. Liepa I., Gaitnieks T., 2000. The Structure and Dynamics of the Thinning Impact on a Forest Stand Growth. The International Scientific Conference at Brno, Czech Republic. November 20 - 22, 2000.

2. Gaitnieks T., Liepa I, Rokjānis B., A. Indriksons, 2000. Develepment of Norway spruce mycorrhiza in mixed Norway spruce and grey alder stands infected by Heterobasidion annosum. The Nordic/Baltic Meeting on Forest Pathology at Sagadi, Estonia. June 17 - 22, 2000.

3. Liepa I., 2001. The statistical methods for ecological forecasting of agricultural needs. The Third Nordics – Baltic Conference at Jelgava, Latvia. May 24-26, 2001.

4. Gaitnieks T., Liepa I., 2002. The role of grey alder (Alnus incana L. (Moench)) in biological silviculture. TheInternational Conference Scientific Aspects of Organic Farming at Jelgava, Latvia. March 21-22, 2002.

5. Liepa I., Gaitnieks T., 2002. Afforestation of abandoned agricultural land and Alnus incana(Moench.). The International Conference Scientific Aspects of Organic Farming at Jelgava, Latvia. March 21-22, 2002.

6. Iesalnieks J., Liepa I., 2003. Value of forest capital and its calculation. The International Scientific Conference of Faculties of Economics of Estonia, Latvia, Lithuania, Warsaw and Scecin Universities of Agriculture and the Academy of Agricultural and Forestry Sciences of Latvia at Jelgava, Latvia. April 9-11, 2003.

7. I. Liepa. Oglekļa dioksīda un oglekļa piesaiste Latvijas egļu mežos (Accumulation of carbon dioxide and carbon in spruce forests in Latvia). LLU MF zinātniski praktiskā konference Zinātne un prakse nozares attīstībai. Jelgava, 3.-4. novembris, 2004

8. I. Liepa, A. Drēska, L. Līpiņš, Z. Sarmulis, V. Grunda, R. Lēnerts, E. Zeiliņš. Skujkoku zāģbaļķu raukumu ietekmējošie faktori(Factors influencingthe taper of coniferous saw logs) LLU MF zinātniski praktiskā konference Zinātne un prakse nozares attīstībai. Jelgava, 3.-4. novembris, 2004. T. Gaitnieks, I. Liepa. Kūdras substrātu bioloģiskās aktivitātes novērtēšanas metodes (Methods for evaluation biological activity of peat substratum). LU 63. zinātniskā konference. Rīga, 24.-31. janvāris, 2005.

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Leetures courses

1. Scientific Research Methodology. 4 CP. Doctor’s studies at LLU. Compulsory. Examination. 2 Research Methodology. 2 CP. Master’s studies at Forest Faculty of LLU. Compulsory. Test.3. Forest Ecology. 2 CP. Master’s studies at Forest Faculty of LLU. Compulsory. Examination.4. Forest Science. 3 CP. Bachelor’s studies at Forest Faculty of LLU. Compulsory. Examination.5. Silviculture. 2 CP. Bachelor’s studies at Forest Faculty of LLU. Compulsory. Examination.6. Silviculture. 2.5 CP. Professional studies at Forest Faculty of LLU. Compulsory. Examination. 7. Environmental Impact Assessment. 3 CP. Master’s studies at Forest Faculty of LLU. Optional. Test.8. Increment Science. 2CP. Master’s studies at Forest Faculty of LLU. Optional. Test.9. Environmental Impact Assessment. 2 CP. Bachelor’s studies at Forest Faculty of LLU. Optional. Test.

Number of Publications: 241 + 130 articles in Forest Encyclopaedia, 2003.

Publications (not more than 5):

1. Gaitnieks T., Liepa I., Rokjānis B., 2000. The influence of grey alder on the mycorrhiza in Norway spruce stands infected by root rot disease. In Latvijas Lauksaimniecības universitāte. Raksti. - Nr. 3. - Jelgava: LLU. - p. 60 - 64. 2. Liepa I., Gaitnieks T., 2002. Afforestation of abandoned agricultural land and Alnus incana(Moench.). Proceedingsof the international conference Scientific Aspects of Organic Farming held in Jelgava, Latvia, March 21-22, 2002.– Jelgava. – 58 – 62 p. 3. Iesalnieks J., Liepa I., 2003. Value of forest capital and its calculation. In Economic Sciences for Rural Development.Proceedings (reports) of the international scientific conference of faculties of economics of Estonia, Latvia, Lithuania,Warsaw and Scecin universities of agriculture and the Academy of agricultural and forestry sciences of Latvia held in Jelgava, Latvia, April 9-11, 2003. First Part. – p. 81 – 86. 4. Liepa I., Galaktionova D., Pospelova G., Ramans K., Nikodemus O., 2003. Rīgas superfosfāta rūpnīcas ietekme uzpriežu mežaudzēm un antropogēnā stresa dinamika pēc rūpnīcas slēgšanas [Influence of the Rīga Phosphate Plant on Pine Forest Stands and the Dynamics of Anthropogenic Stress after the Shutdown of the Plant (in Latvian)]. LatvijasLauksaimniecības universitāte. Raksti. - Nr. 9(304). - Jelgava: LLU. - p. 46 - 51.5. Indriksons, P. Zālītis, I. Liepa, 2005. Latvia. In European long-term research for sustainable forestry. Experimental and monitoring assets at the ecosystem and landscape level. Part 1: Country reports. Technical Report 3.COST Action E25. ECOFOR, Paris. P. 165-181.

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Academic and Social societies (membership)

Corresponding member of the Latvian Academy of SciencesMember of the Academy of Agricultural and Forestry Sciences of Latvia

Languages: Reading skills Writing skills Spaking skills

free good fair free good fair free good fairLatvian + + + Russian + + German + + +English + + +

14.05.06. I.Liepa

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CURRICULUM VITAEDr.art. NORA LŪSEPulkveža Brieža 8- 17Latvia, Riga, LV- 1010Tel/fax +371 7336758e-mail: luseno@llu.lvDate and place of birth: 02.06.1952. Riga, LatviaMarital status: Married, two daughtersEducation:

2003 Dr.paed. certificate 1998- 2001 Doctoral studies in Pedagogy, Latvia University

Dr.art. certificate1974- 1980 Bachelor’s and Master’s Degree, Studies at Moscow

State Conservatoire1971- 1974 student at Latvia Academy of Music

18. Professional experience:

1974- 2001 Recitals and Recordings at Radio Latvia (Liszt, Brahms, Prokofiev)

1980 Finalist at Viotti International Piano Competition, Vercelli

Diploma of distinguished accompanist,International Piano Competition, Ragusa

Teaching experience:1980- 1998 assoc.profesor, Latvia Academy of Music

Latvia University of Agriculture Socrates- Erasmus lecturerResearh interests:

History of Latvian Piano Teaching Music PedagogicsArts Education

Books published:Latvia Organ Art History (1985)Interpretation of J.Vitols piano music (1988)Latvian Pianists- Pedagogues (2003)

Recent Papers:Proceedings in International Conferences 2000- 2004Development of Students Performing Skills// Changing Education in a Changing Society. ATEE Spring University- Riga, 2003, p. 100- 106Teaching styles at High School Piano Performance Studies// Realising Educational

Problems. Atee Spring University.- Klaipeda, 2001, p. 245- 250

Recent course offerings:Cultural StudiesRural TourismArts EducationStylistic of European Arts

17.04.06. N.Lūse

118

CURRICULUM VITAE

Kārlis LūsisName SurnameRiga 271146-11804

Place of birth Identity No27.11.1946. latvian

Date, month, year Nationalitymarried

Marital statusLatvian University of Agriculture, Faculty of Social Sciences, Department of Philosophy,

Associate ProfessorWork place and position

Work address: Home address:Lielā iela 2, Jelgava, LV-3001 Mežciema iela 60,

Latvia RigaLatvia, LV-1079

Telephone +371-3005649 Telephone 7524215Fax: 3027238

E-mail: szffiloz@llu.lvEducationHigher education, Master’s course, doctoral

studies. Ed. Establishments, countryStudy period

Speciality Qualification

University of Latvia, Faculty of History and Philosophy

1965-1970 History Teacher of history and

social studiesPostgraduate studies – Latvian Academy of Sciences, Institute of History, Department of Philosophy

1972-1975 History of Philosophy

Researcher

Research degreesInstitution awarding degree Year Speciality Degree Diploma

No.Latvian Academy of Sciences, Institute of History

1978 History of Philosophy

Candidate of Sciences in Philosophy

001460

Latvian Academy of Sciences, Institute of History, Habilitation and Promotion Council

1993 History of Philosophy

Dr.phil. E-D 000559

Latvian Agricultural Academy, Council of Sciences

1991 History of Philosophy

Department of Philosophy, Docent

ДЦ030189

University of Latvia, Council of Philosophy and Theology Professors

2001 History of Philosophy

Associate Professor

LLU-APR Nr.067

Employment1972-1975 – Latvian Academy of Sciences, Institute of History, Department of Philosophy, Postgraduate student.1975-1978 – Latvian Academy of Sciences, Department of Social Sciences, Researcher1978-1988 – Latvian Academy of Agriculture, Department of Philosophy, Senior lecturer.

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1989-2001 – Latvian University of Agriculture, Department of Philosophy, Docent.Since 2001 – Latvian University of Agriculture, Department of Philosophy, Associate Professor.Scientific research interests History of Philosophy and Culture; philosophy and the methodology of science2005 - project “European ideas in Latvia” – Latvian University, Institute of the Philosophy of Sociology2004/5 - project “History of ideas in Latvia” – Latvian University, Institute of the Philosophy of Sociology

Contributions at conferences (last three years)May 4-6, 2000 – international scientific conference “Cooperation and Competence in Education”, Jelgava. Report “Interdisciplinary research – the form of cooperation and ways of improving lecturer’s competency”.May 17-18, 2001 – Head of the organization committee of international scientific conference “Communication and Community”, Jelgava.April 25-26, 2003 – international scientific conference “Multicultural Communication in the Processes of Globalization”, Jelgava. Report “Globalization and Science”.June 16-17, 2005 – international scientific conference “New Dimension in the Development of Sciences”, Jelgava. Report “Priority of European Values – tendencies of the development of post-socialist countries”.October 24-25, 2005 – the first congress of Letonics, Riga. Report “The European Enlightenment and the philosophy of history in Latvia”.Courses deliveredPhilosophy, aesthetics;Introduction to the psychology of personality – for bachelor studies;Philosophy of science – for graduate studies;

Number of publications: 50: books – 5, scientific papers – 14, reports of scientific activities – 6, methodological materials – 5, theses of conferences – 10, popular scientific publications – 10, other publications – 4.Publications1. Monogrāfija: Vēsture un vēstures filozofija. Rīga, “Zinātne” 1981.g.118.lpp.2. Personības psiholoģiskā struktūra. Rīga, “Zinātne” (kopā ar V.Reņģi) 1988.g. 86.lpp.3. Roberts Vipers. Vēstures lielās problēmas. (Ievads un sastādījums ) Rīga, “Zvaigzne” 1990.g. 137.lpp.4. Kr. Valdemārs. Tēvzemei. Darbu izlase. (Priekšvārds un sastādījums) Rīga, “Avots” 1991.g. 303.lpp.5. Zinātnes filozofijā: mācību līdzeklis filozofijas kursa apguvei maģistrantūrā un doktorantūrā. –3. izd. pap. – Jelgava: LLU,2002. 104.lpp. (4.-16., 51-62.)6. Globalisation, science and nanotechnology- Proceedings on the international scientific conference „Multicultural comunication and the process of Globalisation”, 25.-26. april, Jelgava, LLU, 2003. 163.-170.lpp7. Eiropas idejas Latvijā. Antoloģija. Rīga „Pētergailis” 2003,. 263.lpp.

Academic and social societies (membership)Member of the Convent of the Latvian University of Agriculture since 1991.Member of the Dome of the Faculty of Social Sciences, Latvian University of Agriculture since 1990.Member of the Association of the History of Science and Philosophy, Latvian Academy of Science since 1988.

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Member of the European movement in Latvia since 2000.Member of the Goethe society since 1998.Member of the Latvian society of scientists since 1988.

Languages: Reading skills Writing skills Speaking skills excellent good average excellent good average excellent good

averageLatvianRussianGermanEnglish

19.04.06. K.LŪSIS

121

CURRICULUM VITAE

Larisa MaļinovskaVārds Uzvārds

Dundaga 270751-10037Dzimšanas vieta Personas kods

27.07.1951. latvieteDatums, mēnesis, gads Tautība

šķīrusiesĢimenes stāvoklis

LLU, Sociālo zinātņu fakultāte, Valodu katedra, asociētā profesore, angļu valodas sekcijas vadītājaDarba vieta un ieņemamais amats

Darba vietas adrese: Mājas adrese:Čakstes bulv. 5 Vecais ceļš 53-6

Jelgava JelgavaLV-3001 LV-3004

Tālruņa Nr.

3080702 Tālruņa Nr. 9737082; 3025835

Fax: 3027238E-mail: larisama @ e – apollo. lv

Izglītība

Pamatstudijas, maģistrantūra, doktorantūra (aspirantūra). Mācību iestāde, valsts Studiju

laiksSpecialitāte Kvalifikācija

Šefildas universitāte. Šefilda, Lielbritānija. Kurss „Angļu valodas mācīšana un pilnveidošana” (English Language Teaching and Development)Latvijas Valsts universitāte, aspirantūra Pedagoģijas un psiholoģijas katedrāLatvijas Valsts universitāte, Svešvalodu fakultāte

1990.

1988-1991

1969-1975

Filoloģija

Pedagoģijas teorija un vēstureAngļu valoda un literatūra

Sertifikāts

Maģistra grādsDiploms

Zinātniskā kvalifikācija

Zinātniskā padome, iestāde, valsts

Gads Specialitāte Zinātniskais grāds Diploma Nr.

Latvijas universitāte, Pedagoģijas zinātnes hab. un promocijas padome

1997. Pedagoģijas teorija un vēsture

Doktora grāds

C-D 001398

Darba pieredze

1. No 1975.g. – asistente, Valodu katedra, Latvijas lauksaimniecības akadēmija2. NO 1992. – 1997. g. lektore, Valodu katedra, Latvijas Lauksaimniecības akadēmija3. No 1997. g. – docente, Valodu katedra, Latvijas Lauksaimniecības universitāte4. No 2002. g. – asoc. prof. Valodu katedra, Latvijas Lauksaimniecības universitāte

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Zinātniskās iestrādes (laika periods), zinātniskās darbības virzieni, projekti, granti, maģistrantu un doktorantu (aspirantu) vadīšana

Zinātniskās darbības virzieniStudentu pastāvības un atbildības mijsakarība studiju procesā augstskolā, kooperatīvā mācīšanās, motivācija mācīties svešvalodas, satura un valodas integrēta mācīšanās, starpkultūru komunikācija, darbs komandā. Maģistrantu vadīšana1. Astra Bērziņa –Balandina „ Angļu valodas rakstītprasmju pilnveide sākumskolā”. 2000. 2. Svetlana Brasnujeva „ Angļu valodas komunikatīvās kompetences veidošana, apgūstot frazeoloģiskas vienības komunikatīvajos vingrinājumos ar uzskates palīdzību”. 2002. 3. Laila Vēvere „ Mācību procesa individualizācijas iespējas angļu valodas apguvē pamatskolā”. 2002. 4. Antra Ternovska „ Sarunvalodas prasmju pilnveidošana angļu valodas apguvē ārpusklases darbā”. 2002. 5. Valentīna Rubīna “Spēles ietekme uz angļu valodas runas prasmju veidošanos 4. klases skolēniem”. 2002.6. Uldis Ozols “Skills Necessary for Passing the Writing Test of Year 12 English Exam”. 2003.7. Konsultante bakalaura darbam Latvijas Universitātē, Moderno valodu fakultātē – Agnese Kļaviņa “Terminology Used in Sugar Industry”. 2000.Zinātniskā vadītāja 9 kvalifikācijas darbu izstrādē. 2003. (L. Feldmane, Ē. Palkavnieks, M. Galiņa, S. Vilciņa, E. Lēnerte, M. Lācis, R. Lazdiņš, G. Kasparinskis, A. Ozoliņa)Zinātniskā vadītāja 8 kvalifikācijas darbu izstrādē. 2004. (L. Cunska, Z. Dobuma, I. Kivļonoka, R. Mediss, S. Redliha, Z. Rudzīte, T. Sniķeris, Z. Stalidzāne)Zinātniskā vadītāja 6 kvalifikācijas darbu izstrādē. 2005. (L. Feldmane, G. Kasparinskis, T. Maslojeda, A. Ozoliņa, S. Vilciņa, Ē. Palkavnieks)Doktorantu vadīšanaV. Tomsons. Mūžizglītības kompetenču pilnveide pamatstudijās.B. Apermane. Priekšmeta satura un valodas integrēšana lauku ārējo sakaru speciālistiem.Nozīmīgākie projekti2005. 12. 05. Noorganizēta starptautiska zinātniska konference TF un SZF studentiem, maģistrantiem un doktorantiem “Students on their Way to Science”. Piedalās Latvija, Lietuva, Baltkrievija (5 augstskolas). 2002. - 2005. Starptautisks projekts “Vadlīnijas patērētājizglītībai Baltijas valstīs”. Dzīves prasmes ilgtspējīgai attīstībai. Ziemeļvalstu un Baltijas valstu projekts “Patērētājizglītība un attōstība”No 2004. gada starptautisks projekts Baltic Sea Network. No 2005. g. šī projekta orgkomitejas locekle.2004. Līgums ar PMPMA par metodisko materiālu sagatavošanu latviešu valodā brošūrai “Vadlīnijas patērētājizglītībai Baltijas valstīs”.

19. No 2002.gada Lauksaimniecības tehnikas terminoloģijas komisijas locekle.

2003. – 2006. Leonardo da Vinci projekts “Team Teaching – Transfer and Boundary Zones in Content and Language Integrated Learning” (Latvija, Somija, Anglija, Polija, Spānija). Projekta koordinatore.2003. Starptautiskās zinātnes konferences “Multicultural Communication and the Process of Globalisation” rīcības komitejas locekle2003. Studiju programmas “Iestāžu un uzņēmumu ārējie sakari” izstrāde2003. Minētās programmas akreditācijas materiālu sagatavošana2001. Studiju programmas “Iestāžu darba organizācija un vadība” izstrāde – darba grupas dalībniece2000. Starptautiskā semināra “A Challenge for Agricultural Engineers” organizācijas komitejas locekle2000. SELL sporta spēļu rīcības komitejas locekleRegulāri – studentu un maģistrantu zinātnisko konferenču organizēšana angļu valodā20001. – 2005. Zinātnisks projekts Nr. 01. 0787. Piena lopkopības tehnoloģijas un mehanizācijas pilnveides pētījumi. Izpildītāja. Zinātnisko darbu recenzēšanaV. Tomsons. “Theoretical Frame for Research on Sustainability of Competences”. Raksts žurnālam “Journal of Science Education”. (Bogota, Colombia). 2006. A. Aizsila. “Experience and Perspective of Further Education”. Raksts žurnālam “Journal of Science Education”. (Bogota, Colombia). 2006.A. Aizsola. “Acquisition of Ethic Values and Dynamica of Self – Education. Raksts LLU zinātniskajiem rakstiem. 2006.

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B. Briede. Raksts žurnālam “Journal of Science Education”. (Bogota, Colombia). 2006.B. Briede. “Education for Getting Competence from Constructivists Perspective in the Context of Environment”. Raksts LLU zinātniskajiem rakstiem. 2004.Zinātniskā recenzente – Proceedings of the International Scientific Conference “Rural Environment. Education. Personality.” (299. lpp.) 2003. Recenzija Dianas Golovanovas grāmatai “Debates kā viena no mācību metodēm komunikatīvā mācīšanā”. 2003. (Izdevniecība RaKa)Rakstu rediģēšana žurnālā “Journal of Science Education”, Bogota, Colombia, 2002, Vol. 3,No2, 104.– 105.“Safe and Economical Agricultural Technologies”//Proceedings of the Conference, 2002, Priekuļi. – 197 p. (English language edited by Larisa Maļinovska)Recenzente zinātniskajam izdevumam LLU LF starptautiskajā seminārā “Organic Farming”. 2002.Recenzente grāmatai – G. Rudzītis, A. Aizsila. The Productive Educators During the First Independent State of Latvia//Teaching Aid. – Jelgava, LUA, 2000 – 27 pp.Regulāra pedagoģijas maģistrantu darbu recenzēšana.

Uzstāšanās konferencēs (pēdējo trīs gadu laikā)

1. 2004. Starptautiskā zinātniskā konferencē “Scientific Achievements for Wellbeing and Development of Society” referāts “Self-Education and Independent Work in Foreign Language Learning” (Rēzeknes augstskola)2. 2004. Starptautiskā zinātniskā konferencē “Multicultural Communication and the Process of Globalisation”referāts “English Club – Means of Communication and Dissemination of Different Cultures” (Jelgava, LLU)3. 2004. Leonardo da Vinci projekta “CLIL. AXIS” seminārā “Team Teaching Practices at the Faculty of Engineering” (Ventspils Augstskolā)4. 2004. Starptautiskā zinātniskā konferencē “Sociālā integrācija paplašinātajā Eiropā” stenda referāts “CLIL – a Prerequisite for Successful Integration in the EU” (Jelgavā, LLU)5. Starptautiskā zinātniskā konferencē Kauņas Lauksaimniecības universitātē “Introduction of CLIL in the Course of Physics” (Kauņā, Lietuvā)6. 2004. Nolasīts lekciju kurss “Baltic Studies” Somijā Laurea Polytechnik Socrates/Erasmus projekta ietvaros7. 2004. Mācību metodiskajā konferencē LLU “Studiju organizēšana nepilna laika studiju priekšmetos un tālākizglītības programmās” stenda referāts “Satura un valodas integrēta mācīšanās nepilna laika studijās” (Jelgavā, LLU)8. 2005. Starptautiskā zinātniskā konferencē Baranovičos, Baltkrievijā 9. 2005. Baltic Sea Network seminārā “Problems of Cross-cultural Communication” (Ķīle, Vācija)10. 2005. Baltic Sea Network seminārā “The Importance of Cross-cultural Communication” (Pēterburga, Krievija)11. 2005. Leonaro da Vinci projekta “CLIL. AXIS” seminārā “CLIL Core Competences” un “Methods of Team Teaching” (Valensijā, Spānijā)12. 2003. Starptautiskā zinātniskā konferencē “Rural Environment. Education. Personality” referāts “Necessity for Introduction of the Method of Co – operative Teaching at the Faculty of Engineering” (Jelgavā, LLU)13. 2003. Starptautiskā zinātniskā konferencē “Kultūru saskarsme globalizācijas procesā” referāts “English Club – Means of Communication and Dissemination of Different Cultures” (Jelgavā, LLU) 14. 2000. “Topicality of Foreign Languages as a Teaching Subject in the System of Higher Education” starptautiskā zinātniskā konferencē “Role of Social – Humanitarian Sciences in the System of University Education” (Kauņā, Lietuvā)15. 2000. Mācību metodiskajā konferencē “Latvijas Lauksaimniecības universitāte jaunajā gadu tūkstotī” referāts “Studentu motivācija un svešvalodas kā mācību priekšmeta loma topošo lauksaimniecības speciālistu sagatavošanā” (Jelgavā, LLU)

Lekciju kursi

Profesionālā angļu valoda Tehniskās fakultātes studentiem. Profesionālā angļu valoda pedagoģijas un inženierzinātņu maģistrantiem ( TF, MF, LIF)Padziļinātā profesionālā angļu valoda Tehniskās fakultātes studentiem

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Lietišķā komunikācija ( angļu valodā)Teksta leksikostilistiskā analīze ( angļu valodā)Specializācijas moduļi pedagoģijā:Svešvalodu mācīšanas metodika un satursIzglītības sistēmas ES

Publikāciju skaits 70 - t.sk. grāmatas, raksti, referātu tēzes, referātu tēzes kopā ar studentiem un maģistrantiem, recenzēti mācību līdzekļi Nozīmīgākās publikācijas (ne vairāk kā 5)1. L. Maļinovska. The Role of a Foreign Language as a Teaching Subject in Training Future Specialists in Agriculture. Žmogaus Ugdymo problemos šinolaikineje visuomeneje. Tarptautine koksline konferencija Mokslo darbai. – Kaunas. Akademija, 1998. –169 -174. lpp.2. L. Maļinovska. Ways of Involving Students in Independent Work. Studentu iesaistīšana patstāvīgā darbā./ Mācību autonomija svešvalodu apguvē. Learner’s Autonomy in Foreign Language Learning. – Rīga: Izdevniecība “ Varti”, 1998. – 24. - 28.lpp.3. L. Maļinovska. Latvian Women in Higher Education // Zinātniskā konference “Sieviete vakar, šodien un rīt”. Konferences materiāli. – Jelgava: LLU, 1999. – 13. -14. lpp.4. L. Maļinovska. Topicality of Foreign Languages as a teaching Subject in the System of Higher Education: Role of Social – Humanitarian Sciences in the System of Univerity Education. Research Papers. Kaunas – Akademija, 2000. – p.194 – 197 5. L. Maļinovska. Studentu motivācija un svešvalodas kā mācību priekšmeta loma topošo lauksaimniecības speciālistu sagatavošanā // Mācību metodiskā konference “Latvijas Lauksaimniecības universitāte jaunajā gadu tūkstotī”. Referātu materiāli. – Jelgava: LLU, 2000. – 53. - 55. lpp.6. L. Maļinovska. The Role of English – Engineering Subjects Links in Promotion of Student Motivation and Preparation of Self – Education // Journal of Science Education, Vol. 2. – No 1, 2001, Bogota, Colombia. – 38 - 43 pp.7. L. Maļinovka. Skaistums, darbs un daba – profesores iedvesmas avoti // Uzticība pedagoģijai. – Rīga: RaKa, 2001. – 166. – 167. lpp.8. L. Maļinovka, D. Berjoza. Necessity for Introduction of the Method of Co – operative Teaching at the Faculty of Engibneering // Proceedings of the International Scientific Conference “Rural Environment. Education. Personality.”. – Jelgava, 2003. – 39 – 44 pp.9. Dislere V., Malinovska L. Nowadays Information Technologies Within Adult Education // Journal of Science education, Vol. 4. – No. 1, 2003. Bogota, Colombia. – 42 - 43 pp.10. l. Maļinovska. Self-Education and Independent Work in Foreign Language Learning//Proceedings of the International Conference “Scientific Achievements for Wellbeing and Development of Society”.-Rēzekne, 2004.-45-50 pp.11. L. Maļinovska. English Club – Means of Communication and Dissemination of Different Cultures//Proceedings of the International Scientific Conference Multicultural Communication and the Process of Globalisation.-Jelgava, 2003.-134-140 pp.12. A. Zeidmane, L. Maļinovska. Introduction of CLIL in the Course of Physics//Tarptautine moksline konferencuja Chemijos ir fizikos mokslu vaidmuo zemes ūkio technologiju pletrai.-Kaunas, 2004.-pp. 34-44.13. G. Rudzitis, L. Malinovska. Formation of Volition and Character in Studies and Self-education//Revista de Investigaciones, Vol. III, No 1, 2004, Bogota, Co;ombia.- p. 179-190.14. Зеидмане А., Малиновска. Интегрированноне обучение содержанию и языка как способ формирования рпофессиональной культурыю БарГу, Барановичи, 2005.- 130-133 c.

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Kvalifikācijas celšana (pēdējo trīs gadu laikā)

1998. g. Vesterosas profesionāli tehniskā skola, Zviedrija2000., 2004. g. Lietuvas Lauksaimniecības universitāte, Kauņa2002. g. Ventspils augstskola, Latvija2004. g. Laurea Polytechnik, Somija2005. g. Baranoviču Valsts universitāte2005. g. Aviatoru koledža, Spānija

Dalība akadēmiskajās un profesionālajās biedrībās, dažādos vēlētos amatos

1. No 1990. g. Angļu kluba prezidente2. No 1991. – 1996. g., no 2001. g. LLU Konventa locekle3. No 1994. g. Latvijas Pedagoģijas zinātnieku asociācijas locekle4. No 1995. g. Latvijas skolotāju asociācijas locekle5. No 1996. – 2006. g. SZF Valodu katedras Angļu valodas sekcijas vadītāja6. No 1997. g. LSSE ( Latvian Society for Studying English) valdes locekle7. No 1997. g. LLU Sociālo zinātņu fakultātes padomes locekle8. No 2002. g. Profesionālās augstākās izglītības programmas „ Iestāžu darba organizēšana un vadība” vadītāja9. No 2003. g. Bakalauru programmas “Iestāžu un uzņēmumu ārējie sakari” vadītāja10. LLU maģistrantu eksaminācijas komisijas priekšsēdētāja un doktorantu eksaminācijas komisijas locekle11. LLU SZF bakalauru eksaminācijas komisijas locekle12. No 2005. g. Starptautiska projekta Baltic Sea Network orgkomitejas locekle

Goda nosaukumi, apbalvojumi

1999. g. Atzinības raksts sakarā ar LLU 60. gadadienu.

Valodu zināšanas: Lasītprasme Rakstītprasme Runātprasmeteicami, labi, vidēji teicami, labi, vidēji teicami, labi, vidēji

Latviešu valoda

Krievu valoda

Vācu valoda

Angļu valoda

_______ valoda

126

CURRICULUM VITAEName: Ludis Pēks Nationality: Latvian Place of birth: LatviaDate of birth: 08/08/1933 Civil status: widower, one child Affiliation: Latvia University of AgricultureAddress: 5, J.Čakstes boulv., Jelgava, Latvia, LV- 3000Telephone: + 371 30 80693, + 371 30 80694 Fax: + 371 30 27238Position: Professor Emeritus of the Institute of Education and Home-EconomicsHome address: 24/1-31 Ozolciema str., Rīga, LV – 1058, Tālruņa Nr.Telephone: + 371 7677387, +371 9683989; Foreign languages: Russian - excellent; German - good; English - fair.Education: Post graduate studies for Doctor’s degree in Pedagogy- 1971 Academy the Faculty of Farm Mechanisation - qualification of engineer-mechanic - 1960;The Kazdangas Agricultural College (technical school)- 1952; The Latvian Agricultural Scientific degrees and names: Prof. Emeritus - Latvia University of Agriculture Institute of Education and Home

Economics, 2004; Member of Latvia Agricultural and Wood Sciences Academy, 1995. Prof. in Perpetum - Latvia University of Agriculture Department of Pedagogy, 1995; Prof. Honoris Causa in Pedagogy- Latvia University of Agriculture, 1993; Dr. paed - Daugavpils Pedagogical University (Latvia), 1992; Dr.Sc.ing. - Latvia University of Agriculture, 1992; Assistant Professor - BAK (Moscow), 1978; Candidate of Technical Sciences - the Latvian Agricultural Academy, 1972;

Further education: doing fieldworks abroad from 1991 - 10 times, totally 15 weeks (Lithuania, Germany, Switzerland, United Kingdom, Denmark, Italy)Participation in seminars lead by foreign specialists: 25 seminars - totally 30 weeks (USA, Canada, United Kingdom, Germany, Italy, Switzerland, Lithuania, Estonia, Russia, Sweden, Denmark).Other kinds of further education: usage of computer technique and mathematical methods - Latvia University of Agriculture, 1 year and Agricultural Institute (Sc - Peterborough), 3 months.Participation in international congresses and conferences: 19 times (1989-2005) on education and psychological problemsPublication: author or co-author, total number - 120, the main of them is: text books 16 - initiator and co-author for making a System of Text-books and

Teaching/Learning Aids which was awarded the Latvia Republic State Premium in 1987;

works on educational and psychological problems (in Latvian, English, Russian and German) - 37 publications;

scientific-technical terminology (dictionaries, articles in encyclopaedias, booklets of terminology) - 25 publications;

group work and subject didactics by Latvia University of Agriculture and Bishop Burton College (United Kingdom) - 7 issues.

2005... 2006 Changes to Transformative Education and Ecological Models of Management of

Education // Journal of Science Education, Vol. 7, Special Issue, 2006, 50 - 52 p. Katane I., Pēks L. Izglītības ekoloģija: starpdisciplinārs virziens izglītības pētniecībā.

Sērija “Izglītības ekoloģija”. Jelgava: LLU, IMI, 2006, 48 lpp.

127

Apsīte I., Briede B., Pēks L. Izglītības ekoloģija - teorija un prakse//Starptautisko zinātnisko konferenču Domāšanas attīstība un izglītība raksti 2001. - 2004. - Rīga, 2005, 19. - 32. lpp.

Briede B., L.Pēks Evaluation and Assessment of Informal Learning // Journal of Science Education, Vol. 6, Special Issue, 2005, 15 - 17 p.

Briede B., Pēks L. Work of the Adviser in the Context of Education Ecology // international conference proceedings Influence of Agricultural and Rural Advisers operation Synergy of the Rural development processes, 25th - 28th April, 2005, Saulkrasti

Briede B., Katane I., Pēks L. Izglītības ekoloģija un profesionālās studijas zinātniski praktiskās konferences Izglītības ekoloģija un profesionālās studijas raksti, Rīgā, 2005.gada 17. maijā.

Pēks L. Alondere L. Ekoloģiskā pieeja māsu izglītībā RMK zinātniski praktiskās konferences Māszinība kā vērtība mainīgā izglītības telpā raksti, Rīgā, 2005. g. 14. oktobrī

Research work: research on educational environment. research on educational systems and specialists training problems in the frame of

working out Latvia Republic Educational Concept (defended Thesis for Dr. Sc. ing.); researches on the control of knowledge and skills (defended Thesis for Dr. paed.);

The results of the researches are being reflected in publications as well as more than 80 read reports in international and Latvia’s conferences.Participation in international projects and international cooperation: ERASMUS- Agrarpedagogische Academy of Vienna, 2002. Danish, Lithuania, Latvian Project about vocational training teachers education system

development and realisation in Latvia, 1997-2002; TEMPUS JEP “Internationalisation of MSc and PhD agricultural studies in Baltic

states”, 1997-1999; TEMPUS JEP - 09710-95 named “Trainer Training” for the period 1 September 1995 to

31 August 1998 between Latvia University of Agriculture Department of Pedagogy and Bishop Burton College (United Kingdom) - head of the team;

Permanent representative of the Organisation Ring derLandjugend (Germany) in Latvia since 1990 - 10 German groups study tours to Latvia (each group for one week) and Latvia University of Agriculture students study-work tours to Germany.

Activities in organisations in Latvia: Board Member in the Association of Pedagogy; Member in the Association of Professors; Member of Psychotherapy Association; Member of Latvia’s Pedagogical and Psychological Researches Co-ordination Soviet

(1980 ... 1992); Member of the Baltic Republics Teaching Technical Aids Usage Co-ordination Soviet

(1975 ... 1980).Pedagogical activities: lectures and practical works in pedagogy, psychology and methodology of pedagogical

researches in the Bachelor and Master study programmes as well as in the Course of Teachers Further Education;

supervision of diploma- , Bachelor- and Master-papers as well as 10 Doctor’s Degree theses;

establishment and leading of the Post Graduate Master Studies in Pedagogy (Magistrate) at Latvia University of Agriculture (conferred more than 300 Scientific Master’s Degrees in Pedagogy);

founder and Head (1989…1999) of the Department of Pedagogy at Latvia University of Agriculture;

initiator and scientific supervisor of Latvia University of Agriculture Scientifically-Methodological Department (1964 ...1988);

128

Sub-dean of Latvia University of Agriculture Technical Faculty (1978 ... 1988). instructor and teacher in Agricultural vocational school Jāņmuiža (1952…55)

Date: 18/05/2006 Signature:

129

CURRICULUM VITAEName, surname: Anita Vecgrāve Year of birth, date, state and city: 1954.29.04. Latvia, JēkabpilsSex: femaleIdentify No.: 290454 - 11567Marrital status: marriedAdress: Latvia, Rīga, Rostokas street 58-1, LV-1029Telephone: (371) 9186248e-mail: anitavecgr@one.lv

Work place for now: Latvia University of AgricultureAppointment: assistant professorAdress of working place: Jelgava, Čakstes bulv. 5

20. Education, degree

College of specialty

When Specialty Scientifical degree Degree diploma code

Doctoranture of University of Latvia

1998 psychology Dr. psych. c-D Nr = 001472

Languages that I know: russian and germanOccupation: assistant professor of university Standing of pedagogical work in university – 8 yearsAcademic loading in education service of studious personas: full assistant professor loading

Most important scientifical publications: gravel Nr.01.0795 in psychology, popular science book “How to understand own child?”,” Childhood guide for adults” (Book) , scientifical booklets “How to overpass anger?” and “How to overpass fear?” and also publications in 2 summaries of thesis of international conferences of University of Latvia, publications in 2 collections of reports of international conferences of RPIVA.

Chief of department of psychology in Soros fund – Latvia project (“To make your life more varied”).Year

Subject CreditpointsAcademical lectures

1998-99 Development psychologyTheorias of personalityAcmeology

421

Scientifical qualification: keywords: doc. Psych, assistant professor.Attendance in scientifical conferences in Latvia and outside: Conferences: political education service of multiplivators

(Strasbourgh, France, 2000) Psychological aspects of ripeness of personality (Riga, Latvia,

2001) Woman yesterday, today and tomorrow (Jelgava, Latvia,

1999)

Publications(in latvian):

130

1. Vecgrāve A. "Pusaudžu un studentu vērtību dominantes globalizētajā pasaulē" // Starptautiskās konferences materiāli "Personības brieduma psiholoģiskie aspekti", R., "Vārti", 2001.g., 75.-80.lpp.2. Vecgrāve A. "Kreativitāte kā process un rezultāts akmeoloģiskā pieaugušā personības pozitīvā dzīves ievirzē" // Zinātniskais rakstu krājums "Radoša personība", 2.sēj., R., "RaKa", 2002.g. 3. Vecgrāve A. "Psiholoģiskā brieduma aspekti" // Zinātnisks rakstu krājums "Teorija un prakse skolotāju izglītībā", R., 2002.g.4. in processing to international conference “Environment of rustic. Education. Identity” “Existence of one’s goals in life – one of factors which affects self-realisation of identity.”

Date 26.06.2006. Signature

131

CURRICULUM VITAE

I PERSONAL DETAILSName, surname Elita VolāneIdentity code 270953-12365Place of birth RigaPermanent address 35-28 Zemgales street, Olaine, LV 2114, 6322268,(telephone, e-mail) volane@rpiva.lvLanguages Latvian

RussianEnglish

Education 1993-1997 studying for a doctor`s degree at the Instituteof Pedagogics and Psychology of the University

of Latvia

a. studying at the Faculty of Pedagogics of the University of Latvia; the bachelor of HomeEconomics

a. studying at the Faculty of Physics and Mathematicsin the State University of Latvia, a teacher of mathematics

Academic and scientificdegrees 1997 Doctor of Pedagogics (dr.paed.)

Work experience 2004 Riga Teachers Training and School ManagementAcademy (RPIVA), the Acting head of SchoolPedagogics department

RPIVA, Associated professor of school pedagogicso RPIVA, the Dean of the Faculty of a pre-school

and elementary schoola. RPIVA, the Head of Elementary school department

Associate professor at RPIVA3 The lecturer of the reorganized Riga Higher

School of Pedagogics, henceforth Riga TeachersTraining and School Management Academy (RPIVA)

o The teacher of Riga School of pedagogics No. 1,in 1992 reorganized into Riga TeachersInstitute

The methodologist of the Republican teachersqualification improvement of the Latvian SSR

o The teacher of mathematics at the special musicsecondary school by E.Darzinsh

o The teacher of mathematics at Riga secondarySchool No. 77

Citizenship, nationality Latvia, LatvianMarital Status married, 2 daughters and a son

II SCIENTIFIC ACTIVITY AND PUBLICATIONS (for the last 6 years)1. 96. 0331 The research “The results of Integrated Study at the

132

The Resolution Elementary School” financed by a grant.No. 121 of 27.12.1996up to 2005

2. since 1996 Labour contracts at various courses of Teachers professionalgrowth in various regions of Latvia where more than 3000pre-school, elementary school teachers participated.

3. since 1999 Participation in the Elementary school consulting council ofThe Ministry of Education and Science (at the Centre ofEducation Content and Examinations – ISEC):

a. The development of pupils’ achievements and assessment criteriab. Discussing of elementary school standardsc. Integrated study content and methodological provision

etc.4. since 2002 Supernumerary methodologist of the Ministry of Education and

and Science, ISEC.5. since 2003 Within the frame of K.Barons project – co-operation with the

University lecturers of handicraft study methodology at LiepajaTeachers Training Academy.

LABOUR CONTRACTS WITH THE PUBLISHING HOUSES CONCERNING THE PUBLISHING OF STUDY AIDS

d. “Lielvārds” publisherse. “Zvaigzne ABC” publishersf. “Pētergailis” publishing houseg. “RaKa” publishing house

No. Publications in the issues under review Remarks1. Volāne E. Handicraft, social science, home economics in the

integrated study as pupils’ cognition promoter at an elementary school. // International conference materials “A child’s upbringing for a Democratic society”. – Riga. : “Izglītības soļi” Ltd, 2000, pp. 63-71

8 pages

2. Volāne E. The most significant handicraft assignments and principles for pupils’ development in the historic retrospective”.// Materials of the international scientific conference “Traditionaland innovating things in the sustainable development of the Society”. – Rēzekne, 2002, pp. 322-332.

10 pages

3. Volāne E. Course books as pupils’ self-dependence promoting factor at handicraft at an elementary school.// RPIVA Materials of International conference “Theory and Practice in Teachers’ Further Education”. – Riga: Petrovskis un Ko, 2002, pp. 52-59

7 pages

4. Volāne E., Helmane I. (2003). Home environment – the component of handicraft and mathematics study integration. Rural environment. Education. Personality. Articles from theInternational scientific conference. – Jelgava: LLU, pp. 160-167

7 pages

5. Volāne E., Helmane I. (2003). Group work for the integration of mathematics and handicraft: Problems and solutions. ATEE Spring University. Changing Education in a Changing Society. pp. 333-245.

12 pages

6. Volāne E., Helmane I. Nutrition study in the integrated handicraft and mathematics study at an elementary school.// 10th International scientific conference proceeding “Research for rural development 2004”. – Jelgava, Latvia University of Agriculture, 2004, pp. 133-

6 pages

133

1397. Helmane I., Volāne E. (2005). The Integration of Craft and

Mathematics Studies in Primary School. Estonia: Tallinn. Ulikooli Toimetised ACTA universitatis Tallinesis Kasitoo – ja kodundusope Nuudisajal. Humaniora AZ7. pp.80-86.

6 pages

No. Teaching aids Remarks1. Volāne E. Make It Yourself. Easter. – Lielvārde: Lielvārds, 1995

(republished in 1996).36 pages

2. Volāne E. Make It Yourself. Christmas. – Lielvārde: Lielvārds, 1995 (republished in 1997).

36 pages

3. Volāne E. Make It Yourself. Autumn. – Lielvārde: Lielvārds, 1995 (republished in 1996).

32 pages

4. Volāne E. Make It Yourself. From wool and yarn. – Lielvārde: Lielvārds, 1996.

40 pages

5. Volāne E. Handicraft. Methodological Aid for the Elementary school. – R., 1997.

42 pages

6. Volāne E. Handicraft.// The theses project of subjects at anelementary school. – R.: 1997, pp.37-39.

3 pages

7. Volāne E. Make It Yourself. For bright minds and strong hands. Lielvārde: Lielvārds, 1999.

40 pages

8. A.Petere, A.Karule, E.Volāne and others. A workbook for the Combined Study in form 1. Me and my School. – R.: “Zvaigzne ABC” publishers, 1998, 28 pages.

28 pages

9. A.Petere, A.Karule, E.Volāne and others. A Workbook for the Combined Study in form 1. My house and the Environment. – R.: “Zvaigzne ABC” publishers, 1999, 28 pages.

28 pages

10.A.Petere, A.Karule, E.Volāne and others. A Workbook for the Combined Study in form 1. My World in the Golden Autumn. – R.: “Zvaigzne ABC” publishers, 1999, 28 pages.

28 pages

11.A.Petere, A.Karule, E.Volāne and others. The content of the combined study and the methodological comments on the workbooks 1,2,3. – R.: “Zvaigzne ABC” publishers, 1999, 38 pages.

38 pages

12.A.Petere, A.Karule, E.Volāne and others. A workbook for the combined study in form 1. My World in the Late Autumn. – R.: “Zvaigzne ABC” publishers, 1999, 38 pages.

38 pages

13.A.Petere, A.Karule, E.Volāne and others. A workboor for the combined study in form 1. In a Chilly Season. – R.: “Zvaigzne ABC” publishers, 1999, 28 pages.

28 pages

14.A.Petere, A.Karule, E.Volāne and others. The White Winter. 6. A workbook of the integrated study in form 1. – R.: Pētergailis, 2000, 32 pages.

32 pages

15.A.Petere, A.Karule, E.Volāne and others. My World in Spring. 7. A workbook of the integrated study in form 1. – R.: Pētergailis, 2000, 32 pages.

32 pages

16.Volāne E. Handicraft. Methodological recommendations for the elementary school. – R., 1997.

42 pages

17.Volāne E. Handicraft.// The theses project of the subjects at the elementary school. – R.: 1997, pp. 37-39.

3 pages

18.Volāne E. Handicraft. The theses project. Division into grades.// R.: Sākums, 1997, Nr. 3, 9 – page 10.

2 pages

134

No. Other publications Remarks1. Volāne E. The teachers’ preparation for the formation of

economical skills at an elementary school.// The collection of scientific works of the international scientific-practical conference at the Latvian University of Agriculture “Topical problems of teaching handicraft”. – Jelgava, 1998.

6 pages

2. Volāne E. Handicraft study at the elementary school as a part of the integrated stude.// The materials of the International conference held at Rēzekne Academy “A professional teacher’s preparation problems”. Rēzekne, 1999 – pages 94-95.

3 pages

3. Volāne E. The assessment criteria of handicraft skills at an elementary school.// The materials of the scientific-methodological conference “Where and how do we proceed in education?” – RPIVA: Vārti, 2000. – pages 35-38.

4 pages

4. Volāne E. Creative activity and the assessment criteria of creative work at an elementary school.// The materials of the scientific- methodological conference “Where and how do we proceed in education?” – RPIVA: Vārti, 2000 – pages 39-44.

6 pages

5. Volāne E. Social sciences, Home Economics in integrated studies as pupils cognition process promoters at an elementary school in Latvia.// Nordic Baltic Conference Consumer Education in school. – Copenhagen, Nordic Council of ministers, 2001, pages 48-55.

8 pages

6. Volāne E. How to promote the harmony of pupils’ mind, emotions and will in practical activity?// Education and Culture – 20001.01.11., No. 44, pages 12-13.

4 pages

7. Volāne E. Handicraft study at an elementary school as a part of the integrated study (handed over to publishing at RaKa publishing house).

11 pages

PARTICIPATION WITH A REPORT IN INTERNATIONAL SCIENTIFIC CONFERENCESNo The place and time of the

international conferenceThe title of the report Publication

1. A child’s upbringing for the democratic society, RPIVA, 2000.

Handicraft, social science, home economics in the integrated study as the promoter of pupils’ cognition at an elementary school

RPIVA, 2002, pp. 52-59

2. Nordic Baltic Conference Consumer Education in School. Riga, Riga Commercial School, 2001

Home economics in integrated studies as pupils’ cognition process promoter at an elementary school in Latvia

Copenhagen, Nordic Council of ministers in co-operation with Latvia MES, 2001, pp.48-55

3. Traditional and innovating in the sustainable development of the society

The most important historically viewed handicraft study assignment and principles for the pupils’ development

Rēzekne, 2002, pages 322-332

4. Theory and practice, RPIVA, 2002, 25.-27.03.

Course books as the pupils’ promoting factor in handicraft at an elementary school

RPIVA, 2002, pages 52-59

135

PARTICIPATION WITH A REPORT IN OTHER CONFERENCESNo. Conference Title of the report Publication

1. Where and how do we proceed in education? RPIVA,2000

The assessment criteria of handicraft skills at an elementary school

RPIVA: Vārti, 2000, pages 35-38

2. Where and how do we proceed in education? RPIVA, 2000.

Creative activity and the assessment criteria of creative works at an elementary school

RPIVA: Vārti, 2000 pages 39-44

III PEDAGOGICAL ACTIVITY (for the last 6 years)

Consulting of master’s papers – 20

Consulting of bachelor’s and qualification papers – 152

Consulting of course papers – 275

Prepared study courses:

h. Handicraft didactics at an elementary school – 4 credit points (full time and part time studies)

i. Practical pedagogic – modelling at handicraft lessons – 1,5 credit points (full time studies)

j. The methodology of teaching crocheting – 1 credit point (full time and part time studies)

k. The methodology of teaching weaving – 2 credit points (full and part time studies)

l. The methodology of teaching knotting – 1 credit point (full and part time studies)

m. The methodology of teaching embroidering – 2 credit points (full and part time studies)

n. The methodology of teaching batik – 1 credit point (full and part time studies)o. Creative self-manifestation in handicraft – 1 credit point (part time studies)

Work at the Council of a Study programme – the Director of a Study programme “The teacher of handicraft and home economics”.

Developed study courses:6. Handicraft didactics at an elementary

school

7. - Practical pedagogic – modelling at handicraft lessons

Have been implemented in the programme “An elementary school teacher with the competence to teach two subjects at a primary school; in part B

Handicraft (textile) and the elements of ornamental-applied arts, its methodology

The methodology of teaching crocheting The methodology of teaching weaving The methodology of teaching knotting The methodology of teaching

embroidering The methodology of teaching batik Fabric processing and handicraft

Have been implemented in the specialization programme “Handicraft and home economics teacher at a primary school”, that is included in the programme “An elementary school teacher with the competence to teach two subjects at a primary school”

136

Graphic language

Developed study programmes:

A specialization programme “Handicraft and home economics teacher at an elementary school”, certified by the Senate on June 13, 1997, No. of protocol 13-7, included in the programme “An elementary school teacher with the competence to teach two subjects at a primary school”, accredited on July 1, 1999, the resolution of accreditation commission No. 140.

Prepared study aids

p. for a lecture in the project “Step by step”

q. various visual aids for the implementation of study courses

Development of qualification in foreign or Latvian higher education establishments and research institutions

2005 - Exchange of experience at the seminar “Development tendencies of home economics” held at Home Economics Institute at Jelgava University of Agriculture.

2001 - The seminar organized by RPIVA “Further development of personality maturity”.

2000 - Courses organized by the European Union “The Swedish school subjects – wood, metal and textile craft; a look at this important form of education.”

2000 - Studies at the faculty of pedagogical mastery at a Minor academy.

1999 - courses organized by the European Union “What makes a good textbook? How to produce, choose and use textbooks”

Developed study courses programmes that have been implemented at the teachers’ professional mastery perfection courses:

1. Handicraft study in the integrated studies at the first stage of a primary school.2. The methodology of teaching batik at a primary school.3. The methodology of teaching embroidering at a primary school.4. The methodology of teaching weaving at a primary school.5. Terminology of handicraft study methodology in further education courses for the

handicraft teachers in the Russian language.6. The methodology of handicraft study in further education courses for elementary

school teachers.7. The methodology of teaching knotting at a primary school.8. The methodology of teaching crocheting at a primary school.9. The methodology of handicraft study at an elementary school.10. The changes of handicraft study content according to the new subject standard.

137

IV ORGANIZING WORK (for the last 6 years)

A chairwoman or a member of the organizing committee at the International and Latvian conferences2003 The head of School pedagogic department in RPIVA2002 The international conference “Theory and practice in teachers’ education”2001 The Dean of the Faculty of a pre-school and elementary school in RPIVA 2000 The International conference of the Faculty of a pre-school and elementary school

“Child’s upbringing for a democratic society”

Organized exchange of experience

2002 Exchange of experience and development of further co-operation project together with Linza Pedagogical Institute in Austria.

2003 The extension of exchange of experience and development of further co-operation project together with the Faculty of pedagogics of Klaipeda University.

2004 Exchange of experience with the lecturer Lauma Veita from Liepāja Pedagogical Academy.

Participation in the Council of Science of RPIVAin the Senate of RPIVA

2004 The chairwoman’s deputy of the Constitutional assembly of RPIVAThe Council of Pedagogical faculty of RPIVAThe Library Council of RPIVA

2006 The Chairwoman of the Constitutional Assembly of RPIVA

Signature /E.Volāne/

Date

03.03.2006.

138

CURRICULUM VITAEName : Anda Zeidmane

Date of Birth: March 1, 1957Birth place: Jelgava, LatviaNationality: LatvianMarital Status: Married, 3 children

Home Address: Nameja street 4 – 1, Jelgava LV 3003 Home telephone +371 3080410, Mobile telephone +371 6773224

Job place: Latvia University of Agriculture, Department of Physics and Institute Education and Home Economics ( part time)

Job Title: Assistant Professor Office address: Lielā street 2, Jelgava LV 3000 Office telephone: +371 3005675 Fax: +371 3027238 Mail address: Anda.Zeidmane @ llu.lvEducational Qualification

Qualification Institutions Adress

1993 -1996

1991-1994

1975-1980.

1974 -1977

1964 -1975

Doctor degree of Pedagogy (Dr. paed.)

MA Degree of Pedagogy (Education)

Diploma of University of physicist and teacher

Diploma of Artistic Leader of Folk Dance group

Graduation certificate

Doctorate in Pedagogy, Latvia University of Agriculture

Master study program in Pedagogy, Latvia University of Agriculture

Faculty of Physics and Mathematics, University of Latvia

Faculty of Community Work, Latvia University of Agriculture

Jelgava Secondary School No 2

Lielā street 2, Jelgava, LV-3000, LATVIA

Lielā street 2, Jelgava, LV-3000, LATVIA

Raiņa boulevard 19. LV– 1000, RIGA, LATVIA

Lielā street 2, Jelgava, LV-3000, LATVIA

Mātera street 44, Jelgava, LV-3001, LATVIA

Scientific QualificationDegree Scientific Council Diploma No

19971996

1994

Assistant ProfessorDoctor degree of Pedagogy ( Dr. paed)MA Degree of Pedagogy

Latvia University of AgricultureUniversity of Daugavpils

Latvia University of Agriculture

DOC Nr. 010G-D Nr.00047

Nr. 000126Work Experience

Job Title Job place Office address2002 to present

1997 - 2002

1984 - 1997

Associated professor

Assistant Professor

Lecturer

Department of Physics, Latvia University of Agriculture (LUA)

Department of Physics, LUA

Department of Physics, LUA

Lielā street 2, Jelgava, LV-3000, LATVIA

““

139

1983 - 1984

1980 - 1983

Senior laboratory assistant

Teacher of Physics

Department of Physics, LUA

Jelgava Secondary School No 1

“

Meiju road 9, Jelgava LV-3007, LATVIA

Total experience of Pedagogical Work: 25 yearPart-time Work

Job Title Job place Office address2000

to present

1997 - 2000

1991 to present

Assistant Professor

Assistant Professor

Artistic leader of Folk Dance group

The Institute of Education and Home Economics, LUA

Department of Pedagogy, The Institute of Humanities, LUA

Recreation Centre of Jelgava

J.Čakstes boulevard 5, Jelgava, LV-3001 LATVIA

J.Čakstes boulevard 5, Jelgava, LV-3001

Centrālais laukums 1,Jelgava, LV-3001, LATVIA

Academic CoursesTime Name of Subject Points of

creditAcademic ours

1984 to present General Physics 3 48 1995- 1997 Processes of Heat ( optional course) 2 32 1996- 1998 Elements of Acoustic (optional course) 1 161997 to present Introduction in the Studies 0,5 81998 to present Didactic, bachelor’s level 3 481998 to present Didactic, master’s level 3 482000 to present Philosophy of Education, doctoral level 4 642000 to present Introduce in Theory of Cognitive Skills 2 36Supervision, Expertise Consultation of Research and Participation in University Councils Supervision of master research in Pedagogy 2001 – 4; 2002 – 6; 2003 -5; 204 – 4; 2005 -4 Expertise of masters paper 2000- 7, 2001- 6; 2002 – 3; 2004 – 6; 2005 -2 Supervision of doctor research in Pedagogy 2003/2004 – 1; 2004/2005 – 3; 2005/2006 -3 Commission of Masters Paper Dependence, member, 1997 to present Council of Faculty of Rural Engineering, member 1998 - 2001 Council of Faculty of Information Technology, 2001 to present

Direction of Research Work

Science education role in general educationProblems of comprehensive educationTeaching methods of Science educationLearning motivationEducational Psychology , Philosophy of Education

Reports at the Conferences 29Number of publication: 25List of important publications (in last 5 years) :

1. A.Zeidmane, L.Malinovska „Introduction of CLIL in the Course of Physics International Scientific Conference „The Roul of Chemistry and Physics in the Development of Agricultural Technologies”. Conference Proceedings. Kauņa, Lithuania University of Agriculture, 2004., 34.-44.P

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2. A. Zeidmane. Method of study modules in physics. Journal of Science Education. Vol.4.No.2, 2003, Bogota, Columbia, 83-86P 3. Анда Зейдмане. Проблемы обучения курса физики в Латвии. Starptautiskā zinātniskā konference: „ The Development and Perspectives of General and Higher Education (Physics, Mathematics and Computer sciences)” Proceedings. Siaulia University, Lithuania, 2004.- 15.-22 P 4. A. Zeidmane. “Open and Close Systems”. International Conference: Communication and Community. Conference Proceedings, Jelgava, LUA, 2002.- 123-126.P 5. A. Zeidmane. Problems of “Closed And Open Mind” Annual Scientific Conference. Conference Proceedings A 13, Daugavpils, DPU, 2001.- 50-52.P ( translate from Latvian) 6. A. Zeidmane. Problems of “Closed And Open Mind”. International Conference: Communication and Unity. Conference Proceedings, Jelgava, LUA, 2001.- 81-83.P 7. A. Zeidmane. “ Method of Study Modules in Physics for the Students from Engineering Faculties”. 3 rd IOSTE symposium for Central and East European countries: Science and technology education in new millennium. Czechia. Prague, Peres Publishers, 2000.- 79-84.P. 8. A. Zeidmane. “The Role and Methods of Increasing Motivation in Study Process”. International Conference: Cooperation and competence in education.-Jelgava, LUA, 2000.- 189-191. P. Skills: Fluent Latvian and Russian On average – English

Familiar with computer Driver’s license

1. Signature

Anda Zeidmane

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