Academic literature on the topic 'Non-government special schools'
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Journal articles on the topic "Non-government special schools"
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Prathama, Septyani Kharisma, Shirly Rizki Kusumaningrum, and Radeni Sukma Indra Dewi. "PROBLEMS WITH THE IMPLEMENTATION OF INCLUSIVE EDUCATION POLICIES FOR STUDENTS WITH SPECIAL NEEDS IN PUBLIC SCHOOLS." SENTRI: Jurnal Riset Ilmiah 1, no. 4 (December 3, 2022): 986–95. http://dx.doi.org/10.55681/sentri.v1i4.316.
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The implementation of inclusive education is based on a belief that all people are part of society regardless of their differences. So that education can be accessed easily by all people, including Children with Special Needs (ABK). With this inclusive education, it will have an impact on them so they don't feel marginalized by those who are normal. This study aims to determine the implementation of inclusive education services in public schools after the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education including problems in the management of inclusive education and school efforts to overcome problems in managing inclusive education from the aspect of school management, education personnel, facilities. and infrastructure, curriculum, learning process and cooperation in the management of inclusive education in Blitar City State Elementary Schools. This research used descriptive method and the data were analyzed using a qualitative approach through interviews, observations and documentation studies. The research subjects were principals, teachers, and parents at SDN Responsibility 2, one of the schools providing inclusive education. The results showed that the implementation of inclusive education in schools did not go well. There are many problems in the implementation of inclusive education including; limited knowledge and skills of teachers in providing services to children with special needs, there are no special supervising teachers at schools providing inclusive education, infrastructure and school environments that are not yet fully accessible to children with special needs, Human Resources (HR) have difficulty in modifying the curriculum, assessment academic and non-academic children with special needs, the management of cooperation with related parties (parents and the Center for Disability Services) is less than optimal, there is no supervision and intensive guidance on inclusive education in schools by the education ranks and the local government.
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Pawlak, Robert. "School Reforms and Educational Inequalities in Post-Communist Poland." Filosofiya osvity. Philosophy of Education 19, no. 2 (December 23, 2016): 189–205. http://dx.doi.org/10.31874/2309-1606-2016-19-2-189-205.
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The paper is devoted to the presentation of the results of a study about stratification in the school system in Poland. The research was conducted in Krakow, the former capital of Poland, in 2011-2012. The data come from statistics on local education system, individual in-depth interviews with school masters and teachers from lower secondary schools as well as politicians representing the local government. Special attention was paid to school recruitment policies, unequal access to education for students from different backgrounds, and the local government strategy for education. As a result, three types of lower secondary schools were identified: 1) elite non-public schools; 2) the best public lower secondary schools and 3) schools for students from poor families, facing enormous problems and substantial educational needs. We concluded that the education policy of the local authorities of Krakow is not effective in terms of equalization of opportunities of the children and youth from socially neglected and marginalized communities.
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Agrawal, Jagdish Prashad, Virendra Kumar Gupta, Madhur Jain, and Swati Agrawal. "A study of prevalence of obesity among adolescents (10-19 years) in Jaipur city with special reference to lifestyle." International Journal of Contemporary Pediatrics 4, no. 4 (June 21, 2017): 1461. http://dx.doi.org/10.18203/2349-3291.ijcp20172686.
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Background: Childhood obesity is not an immediate lethal disease itself, but has a significant risk factors associated with a range of non-communicable diseases in adulthood. The aim of this study to determine the nutritional status of adolescents and to determine the proportion of adolescents having overweight and obesity.Methods: We included 1000 students aged between 10-19 years divided equally between government schools and private schools. This study was a questionnaire based study, only those adolescent children were included who volunteered. All the respondents were introduced to the topic of study and the need to collect sensitive information and were promised confidentiality of the entries.Results: The average age of the study group was 15.20±2.60 years in government schools and 15.28±2.53 years in private schools. The difference was statistically not significant (p=0.095). Among obese adolescents’ waist hip ratio is 0.013 Significant, neck circumference is 0.018 Significant, BMI is <0.001 Significant.Conclusions: Therefore, strategies for prevention of overweight, obesity, weight reduction, promotion of healthy lifestyles and regular monitoring are necessary to prevent the onset and early detection of adolescents health problems. This study has brought out important points for further study for sufficiently larger samples to confirm the epidemiological consistency of the observations made in this study.
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Volkova, E. Yu. "Transformation of the instruments of government regulation of the economy: from non-interference to strategic managementt." Economics and Management 28, no. 1 (February 4, 2022): 92–104. http://dx.doi.org/10.35854/1998-1627-2022-1-92-104.
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Aim. The presented study aims to investigate the evolution of interpretations of the government's role in the economy and to identify and describe the modern functions of the government in the economy and the corresponding regulatory instruments.Tasks. The authors theoretically analyze the approaches of major economic schools to the interpretation of the government's role in the economy in different periods; identify historical patterns in the transformation of government functions depending on external conditions; describe economic problems in the modern world; determine government functions and effective instruments for their implementation in the current context.Methods. This study uses general and special methods, such as induction and deduction, analysis and synthesis, generalization, systematization, comparative analysis, and content analysis. The methodological basis of the study includes the works of economists of various historical eras representing major economic schools, as well as modern research on the history of economic thought and government regulation.Results. The approaches of leading economic schools to substantiating the adequate degree of government intervention in the economy are analyzed – from the pre-scientific period to modern Nobel laureates. The historical and economic features of different eras are established, and the most effective instruments of government regulation of the economy are indicated for each era. Based on global development trends, the main economic features and problems of the XXI century are highlighted, which are universal in the context of globalization. The transformation of government functions in the modern economy is substantiated. The authors propose an original approach to the classification of government functions depending on their focus on solving specific problems and identify instruments for implementing new functions.Conclusions. The study highlights universal government functions in any society, such as producing public goods, protecting law and order, and updating legislation. The scope of government intervention in the economy and the selection of regulatory instruments are justified differently in the concepts of economic schools, depending on the characteristics of the external environment. During the development of human society, the degree of government influence on the economy changes. As social relations and technology become more advanced, government functions in the economy become more complex and new goals and forms of regulation appear. Government functions in the modern economy can be divided into four categories: ensuring economic development, facilitating technological progress, maintaining human capital, and economic globalization. The focus is shifting towards instruments for strategic planning, forecasting, and management and a program-oriented approach to the implementation of government functions.
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Boender, Welmoet, and Leni Franken. "Hoe geven we les in en over de islam?" Religie & Samenleving 17, no. 3 (November 17, 2022): 173–97. http://dx.doi.org/10.54195/rs.13312.
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How do we teach about and into Islam in Flemish and Dutch schools? This is the leading question of this special issue of Religie & Samenleving. Its relevance must be understood against recent societal developments (secularization, increasing religious diversity) as well as against pedagogical-didactical developments about teaching about, teaching into and teaching from religion in governmental and non-governmental (denominational) schools. This introductory essay elaborates on the historical and legal background of formal Islamic religious education in Belgium (Flanders) and in the Netherlands. Hereto, we first outline the constitutional frameworks in both countries, in which the provision of government-subsidized religious education should fall. Subsequently, we describe the organization of Islamic religious education, which in the Netherlands is mainly offered at Islamic schools, while in Belgium it is a subject facilitated by the government in official schools. We also show how Catholic schools in Flanders have reflected on a suitable offer for the increasing number of pupils with a Muslim background in these schools. We end our introduction by showing how in recent years, teacher education institutions in both countries have invested in preparing their students for teaching about or in Islam.
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Riadin, Agung, Misyanto Misyanto, and Dwi Sari Usop. "KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR NEGERI (INKLUSI) DI KOTA PALANGKA RAYA." Anterior Jurnal 17, no. 1 (December 1, 2017): 22–27. http://dx.doi.org/10.33084/anterior.v17i1.17.
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Parents of children with special needs want their children to attend public schools, together with other children. The desire is supported by the government by launching an inclusive school. This study aims 1). Knowing the characteristics of children with special needs in Elementary School (Inclusion) in Palangkaraya City, 2). Knowing the impact of the presence of children with special needs in Elementary School (Inclusion) in Palangka Raya city, 3). Knowing the abilities of children with special needs in Elementary School (Inclusion) in Palangka Raya city. The research approach used is the qualitative approach. Methods of data collection using interviews, observation, and documentation. The results of this study indicate that the characteristics of children with special needs individually vary. However, its main characteristics, namely experiencing weakness in the academic field. On the other hand, children with special needs in Palangka Raya City Inclusion School have more advantages in the non-academic field.
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Ainu Ningrum, Nila. "Strategi Pembelajaran pada Anak Berkebutuhan Khusus dalam Pendidikan Inklusi." Indonesian Journal of Humanities and Social Sciences 3, no. 2 (November 19, 2022): 181–96. http://dx.doi.org/10.33367/ijhass.v3i2.3099.
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Children with special needs have their own perspective in learning a subject. Therefore, this article aims to analyze learning strategies for special needs children, which require a separate strategy according to their individual needs. This research uses qualitative research with a library research approach. Library study is a method that collects information or data relevant to the research topic through documents. The data in this article were obtained through literature studies in the form of books and journals. This research found that: 1) For schools to be able to maintain and improve the implementation of inclusive schools that are already running for the realization of equitable education, 2) for parents who have students with special needs to pay more attention to the development of children both academically and non-academically, and 3) for the government to pay more attention to inclusive education programs. Because in essence education does not belong to those who can afford it, but education is the human right of every human being in the world.
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Oyebanji, M. S., and Ubong Sam Idiong. "Challenges of Teaching Mathematics to Students With Visual Impairment." Malikussaleh Journal of Mathematics Learning (MJML) 4, no. 1 (May 30, 2021): 1. http://dx.doi.org/10.29103/mjml.v4i1.2538.
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This study aimed at investigating the challenges of teaching mathematics to visual impaired students in school of the blind, a case study of some selected schools for the visually impaired. Questionnaire and interview were used for data collection from the respondents. The hypotheses in the study were tested using t-test with α-level of 0.05 through SPSS. The study followed a cross-section survey design and involved 80 respondents 20 for the visually impaired students, 10 for the Mathematics teachers, 10 special mathematics teachers, 40 low vision and non-visually impaired students. The findings revealed the visually impaired students receive bursaries from the government and non-government organization; meal, accommodation, and few scholastic materials from their school; extra time during mathematics classes and examination and friend support. However, constraining limitations in the method of instruction assessment used and the instructional materials provided were noted, on the basis of these findings, recommendation towards the better education of the visually impaired student studying mathematics should be encouraged and employment of special mathematics teachers.
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Pusztai, Gabriella, Katinka Bacskai, and Laura Morvai. "Religious Values and Educational Norms among Catholic and Protestant Teachers in Hungary." Religions 12, no. 10 (September 26, 2021): 805. http://dx.doi.org/10.3390/rel12100805.
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There are several studies looking into the differences between state-run and church-run schools in the recruitment and retention of their teachers. In Hungary, where teachers of church-run schools do not have to meet any special official requirements, church-run education has seen a rapid expansion since 2011. The denominational schools in Hungary are faith-based government-dependent private schools. The number of both Catholic and Protestant schools has increased twofold, and the expansion is still continuing. The vast majority of the newest denominational schools used to be run by the state and were taken over extremely rapidly, along with all their teachers and students, by the church. In our present study, based on our analysis of the survey “Teachers in church-run educational institutions” (2015–2017, N = 1134), we compare Catholic and Protestant teachers from church-run schools. Our results show that there are only slight differences in teachers’ values in the different denominational schools, which implies that the value systems of those schools are highly similar. The detected differences do not depend on the denominations that operate the schools but rather on the individual teachers’ religious affiliation. The most marked differences, however, have been detected between the value systems of religious and non-religious teachers.
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LÁNCOS, Petra Lea, and László CHRISTIÁN. "Domestic Soft Law Regulation during the COVID-19 Lockdown in Hungary: A Novel Regulatory Approach to a Unique Global Challenge." European Journal of Risk Regulation 12, no. 1 (February 9, 2021): 77–92. http://dx.doi.org/10.1017/err.2020.115.
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On 13 March 2020 the Hungarian Government announced the immediate closure of all schools throughout the country to prevent the spread of COVID-19 forcing several hundred thousand children to learn from home, and teachers to ensure their education. The Hungarian Educational Authority hurried to issue recommendations on the use of digital education tools. During the COVID-19 pandemic and the special legal order consequently introduced by the Hungarian Government, Hungary has seen the emergence of such non-binding measures adopted by public entities, complementing governmental action against the pandemic, with the aim of providing guidance to bodies exercising a public service function (“addressees”). These protective measures adopted under the special legal order are deemed to be successful and are largely followed by the addressees. Since soft law has hitherto been neglected by both Hungarian administrative governance and the legal literature, the recent burgeoning of non-binding measures deserves scholarly attention. In this article, we set out to map the specific context of the emergence of domestic soft law and the conditions for its adoption and reception, relying on our case study conducted in respect of the National Educational Authority’s recommendations.
Dissertations / Theses on the topic "Non-government special schools"
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
Full textAbstract:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
Books on the topic "Non-government special schools"
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Ayyar, R. V. Vaidyanatha. The Lord Giveth and the Lord Taketh Away (Judicial Policymaking). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0012.
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This chapter describes the personality and politics of Murli Manohar Joshi who was the Minister of Human Resource Development (MHRD) during the NDA Government (1998–2004), first truly non-Congress Party Government at the Centre with an idea of India which was starkly at variance with that of Nehru. It also describes the achievements of Joshi such as enacting the Constitutional Amendment to make Right to Elementary Education as Fundamental Right, and launch of Sarva Shiksha Abhiyan (SSA) as well as the controversies which enveloped the NCERT School History textbooks, the National Curricular Framework (NCF), 2000. It briefly outlines the competing schools of pedagogy, critiques NCF, 2000, and its proposal to incorporate education about religions in school curriculum. It also describes the growth of private universities as a result of the liberalization of regulations for deemed universities as well as permissive State Laws, the issue of UGC regulations on private university, and the landmark Supreme Court judgment in Yash Pal case which spawned a powerful New UGC that was a species different from that created by the UGC Act, 1956.
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Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.
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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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Foreign assistance: Evaluation of aid to the Hungarian National Assembly : report to the Chairman, Special Task Force on the Development of Parliamentary Institutions in Eastern Europe, House of Representatives. Washington, D.C: The Office, 1992.
Find full textBook chapters on the topic "Non-government special schools"
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Bobek, Vito, Manuela Slanovc, and Tatjana Horvat. "The Role of NGOs in Protecting and Preserving Cultural Heritage in the EU: The Case of Slovenia-Austria Cross-Border Program." In Non-government Organizations - New Perspectives [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108138.
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The core part of this chapter is an analysis of how is the cultural heritage present in the EU Policies and in the Slovenia-Austria Interreg V Program in the previous and present multi-annual financial framework (2014–2020 and 2021–2027). The special focus is on the role of NGOs in protecting and preserving cultural heritage at the level of Slovenia. The final section identifies an example of a project idea titled HEGIRA-Heritage in Your Hands where NGOs in the field of cultural heritage are accepted as project partners. A historic forge in Bad Eisenkappel (Austria) serves as an authentic location to establish a “Centre for Forgotten Arts” where NGOs could play a distinctive role. Due to its strategically beneficial position, the center will serve as a gateway to Slovenia and bundle cross-border intangible cultural heritage offers. The implementation of the “Craftsmen in Residence” workshop series—aimed at schools, tourists, and interested citizens—will facilitate knowledge transfer and contribute to safeguarding traditional craftsmanship. HEGIRA builds capacity by connecting actors and institutions to develop an integrated cross-border tourist product, which will serve as a role model and can be transferred to other regions with similar territorial challenges and opportunities.
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Farrell, Helen J. "Imagining Social Equity." In Advances in Early Childhood and K-12 Education, 247–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9452-1.ch012.
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In my view, work in special and inclusive education, and early childhood special education intervention is challenging and exciting. The children and young people (and adults) with complex special needs have become the shared responsibility of both educators and many other allied health professionals in recent years. The unique patterns of special education service delivery to these children and young people require work in interdisciplinary teams. The mission and concern of the chapter offers the interdisciplinary community in the education sector including teachers, academics, graduate students, policy makers, researchers, non-governmental organisations, government officials, school boards, medical and paramedical professionals, and advocacy groups the opportunity to work together to explore what notions of social equity mean, and to investigate ways of ameliorating disadvantage in special and inclusive education, and early childhood special education intervention sectors.
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Rovira, Maria Del Pilar, Maria Del Mar Vilalta, Francisca M. Torrens, Maria F. Abando, Irene Mestre, and Margalida Canet. "The «Museum and Inclusive Fashion» Project. A Design for All Experience at the Balearic School of Art and Design." In Universal Design 2021: From Special to Mainstream Solutions. IOS Press, 2021. http://dx.doi.org/10.3233/shti210389.
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International regulations about Accessibility and Design for All are clear. They provide two guidelines to ensure equality, autonomy, and non-discrimination, such as Reasonable Accommodation and Universal Design (or Design for All). Reasonable Accommodation leads to Adapted Fashion, which adjusts clothing to the body (average clothes for the average consumer). Universal Design leads to Inclusive Fashion, which creates clothes for everybody even if you have a body issue. Design for All (or Universal Design) implies projecting from the beginning to the end of the design process based on inclusion. In this context, the Museum-Foundation Juan March in Palma was the starting point to conceive, develop and communicate a collaborative and transdisciplinary design project; it was designed under the principle of Universal Design. This transdisciplinary co-design project took place during the first semester of the 2019–2020 academic year with a third-year BA in Fashion Design students. They designed an inclusive ready-to-wear fashion micro-collection, which focused on sensitizing BA in Fashion Design students, promoting a change of attitude, and fostering a better understanding of the challenges clothing design process. Students were invited to complete two online questionnaires to collect data on the project. The first survey was used to assess alumni’s perception of acquisition, development, and/or consolidation of key competences in participating students and control groups. The second survey was used to assess alumni’s activity on the project among participating students. This project was aimed at sensitizing BA in Fashion Design students, promoting a change of attitude, and a better understanding of the challenges clothing design process. After visiting the museum, getting inspired by their artists and their works of art, creating a mood board, and drawing the first sketches, two groups were created to develop an inclusive, ready-to-wear fashion micro-collection. Each collection focused on a different users’ profile: one group worked with a model with achondroplasia (woman), and the other group worked with two wheelchair models (man, woman). Despite the mixed results, the main objectives of the project were reached. As members of a school community, students must learn about other realities that differ from their everyday environment. As members of a school of design, students must be aware of an important prospective market niche and expand their fields of action that must include Design for All. In any case, human diversity is the key concept to approach user-centred design in the twenty-first century. The «Museum and Inclusive Fashion» project was part of an ongoing academic research project funded by the Balearic Government (2017–2020). This article reflects the views only of the authors, and the Balearic Government cannot be held responsible for any use which may be made of the information contained therein.
Conference papers on the topic "Non-government special schools"
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.