<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>Society qualitatively participates in the implementation of corresponding tasks only when it is informed. An analysis of the National Strategy for Sustainable Development of Lithuania expresses concern regarding shortage of information: information receivers are scantily informed, whilst information providers themselves are scantily informed about actual information needs. In Lithuania, informing of society is carried out in both centralised and decentralised ways, when the state makes certain commitments regarding informing of residents because this information enhances attention to educational institutions, including pre-school educational institutions (as a link of education, social support, support to the family and the child), and encourages the interest of interested groups in the quality of children's education. Seeking to ensure sustainable development, in the name of possibilities of more extensive participation of society in pre-school education management processes, freedom in decision-making, and in the name of the formation of society consisting of active and responsible citizens, it is necessary to analyse the experiences of informing the society. Therefore, the research is orientated towards generalisation of the experiences of informing the society in the European Union countries in the context of sustainable development.</p></abstract>

Society qualitatively participates in the implementation of corresponding tasks only when it is informed. An analysis of the National Strategy for Sustainable Development of Lithuania expresses concern regarding shortage of information: information receivers are scantily informed, whilst information providers themselves are scantily informed about actual information needs. In Lithuania, informing of society is carried out in both centralised and decentralised ways, when the state makes certain commitments regarding informing of residents because this information enhances attention to educational institutions, including pre-school educational institutions (as a link of education, social support, support to the family and the child), and encourages the interest of interested groups in the quality of children's education. Seeking to ensure sustainable development, in the name of possibilities of more extensive participation of society in pre-school education management processes, freedom in decision-making, and in the name of the formation of society consisting of active and responsible citizens, it is necessary to analyse the experiences of informing the society. Therefore, the research is orientated towards generalisation of the experiences of informing the society in the European Union countries in the context of sustainable development.

Informing Society About Pre-School Education and Educational Support in the Context of Sustainable Development

Discourse and Communication for Sustainable Education

Society qualitatively participates in the implementation of corresponding tasks only when it is informed. An analysis of the National Strategy for Sustainable...

Informing Society About Pre-School Education and Educational Support in the Context of Sustainable Development

Publié en ligne: 14 juin 2012

Pages: 32 - 45

DOI: https://doi.org/10.2478/v10230-011-0002-6

Mots clés
sustainable development, informing society, pre-school education, educational support, social welfare

This content is open access.

Informing Society About Pre-School Education and Educational Support in the Context of Sustainable Development

Publié en ligne: 14 juin 2012

Pages: 32 - 45

DOI: https://doi.org/10.2478/v10230-011-0002-6

Mots cléssustainable development, informing society, pre-school education, educational support, social welfare

This content is open access.

Mots clés
sustainable development, informing society, pre-school education, educational support, social welfare