Acta Historica Universitatis Klaipedensis

One of the most important aspects influencing the quality of life is education. The paper includes the research results from an analysis of how the level of education affects quality of life, and the development of different initiatives and values. An analysis of scientific literature is performed, with a more detailed analysis of data from Latvia, taking into account the level of household income and satisfaction with life. Research methods applied: analysis of scientific findings, analysis of time-series on several indicators of development related to different education indicators, and income indicators depending on educational level, with a calculation of income confidence interval with a probability of 0.95 for households with different educational levels. Data used in the research: data from databases of the Official Statistics Portal of the Republic of Latvia, Household Finance and Consumption Survey. The research results indicate that households in Latvia with a higher education have a significantly higher income than households with primary or no education.

The aim of the article is to prove the positive impact of education on work salary. For this purpose, the main task of the article is toestimate the Mincer rate of return by taking several factors into account. A secondary task of the research is to analyze the results of2010 and 2011 and to find explanations for the significant differences between the two years. The results of research and a detailedanalysis of the labour market indicate a positive return from attainment of education at an individual level, and they strengthen thehypothesis about a correlation among higher education attainment, higher employment levels and welfare. So far, the Mincer rate ofreturn has not been widely used in Latvia.

The Lithuanian Taryba (Council of Lithuania), which was formed in September 1917, was the first body to concern itself with the foreign representation of modern Lithuania. After the peace treaty was concluded in Brest-Litovsk between Germany and the Bolshevik Russian government, and after Lithuania’s independence was recognised by the Kaiser (both in March 1918), the Taryba took up caring for war refugees and other issues. This involved dealing with former territories of European Russia to the east of the Ober Ost area, part of which had been occupied by Germany in early 1918, while in another part the Bolsheviks and the White Russians were competing for power in the emerging Russian civil war. The Taryba appointed authorised representatives for these purposes. The article examines how the Lithuanian Taryba and the German military authorities in the Ober Ost perceived the concept of an authorised representative, and explores the appointment, the responsibilities and the activities of two representatives of the Taryba, Teresė Prapuolenytė and Veronika Janulaitytė Alseikienė. The author examines whether their social status and education played any role in granting these women the power to represent the Lithuanian Taryba abroad.

The German army entered the Russian Empire in the spring of 1915, and by the autumn it had occupied most of the territory on which later the independent state of Lithuania was founded. For almost three years, from the autumn of 1915, the area was governed by the Supreme Commander in the East (Oberbefehlshaber Ost), i.e. military administration. Mainly on the basis of the newspapers published in the Ober Ost area in the years of the First World War, as well as other sources, the author seeks to show how German soldiers, and Germans in a broader sense, saw the area of the prospective Lithuania and its population that it occupied in 1915. The paper analyses the impression the land and its inhabitants made on German soldiers and commentators, and examines how those impressions combined with previous ideas about Eastern Europe.

Present research is based on source materials which point at the importance of education in mother tongue to Poles inhabiting Lithuania in preserving their national identity. At the same time they disprove the thesis about the polonization of Vilnius region, which allegedly took place during the Soviet period as a result of the government’s permission for the existence of schools teaching in Polish. The percentage of students receiving education in the Polish language was always lower than the percentage of Poles inhabiting Lithuania. However, the process of russification was pressed in Vilnius region, which was stopped by regaining of the independence by Lithuania. Poles, who won the right to education in mother tongue in 1950s, in independent Lithuania opted for a traditional model of school with education in mother tongue as well. More and more students were receiving education in schools teaching in Polish, also the number of school leavers continuing studies at universities was increasing.