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Makale Özeti:
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It seems to be a paradox that frequently initiated political decisions in the field of education influence the expected alterations as well as a number of negative factors. Recently, the quality of education has been devoted meticulous attention. There is no doubt it is a pressing matter at all levels of the education system. Every stage is specific and encodes the fortunes and failures of the following stage. The one, who obviously failed to succeed at the very beginning, can experience arising problems in the future. First of all, in this particular case I refer to lack of certain education and therefore, probably no one can be blamed as the education system is often found guilty about the situation. The education of the post soviet countries encountered a variety of fortunes and failures. On the one hand, the reforms of the education system were an inevitable and necessary process. A worse point is that in certain cases, they became sustained, ongoing and not preserving the established order, and thus caused discontent at a varying degree. For example, applying the so called modern ICT in the education system was not always a clever idea as only later it was perceived that the technologies themselves brought no success. Skills at purposefully using them, abilities to effectively apply the required equipment in practice etc. are necessary. The rejection of the identical programmes of general education in a number of post soviet countries including Lithuania, Latvia and Estonia can be accepted as success. Up to 1990, all Baltic States used the same course books as in the former Soviet Union. After gaining the independence, an underlying update of teaching content at all levels of the education system started. First original (not translated from the Russian language) course books appeared. In a few years time, first course books written by the European authors were published.
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