Doktorantūros studijų oarganizavimą lemiantys veiksniai : edukologijos doktorantūros atvejis

LTVykstant Bolonijos procesui, tiek Lietuvoje, tiek daugelyje Europos valstybių pradėta aktyviai diskutuoti apie doktorantūros studijų programų tobulinimą ir kokybę. Pastebima, kad šių studijų reikalavimai keičiasi, prisitaiko prie situacijos pokyčių: akcentuojamas mokslininkų rengimas, susijęs su platesnės rinkos poreikiais, ir doktorantų, kurie, įgiję mokslinį laipsnį, toliau siektų karjeros savo srityje, skaičiaus didinimas. Dabartinėse doktorantūros studijose ryškėja ir tarptautinis aspektas, apimantis doktorantūros mainų programas, kalbama ir apie universitetų bendradarbiavimą bei jungiamasi į įvairius europinius ir pasaulinius mokslo tinklus. Stiprėjantis bendradarbiavimas sudaro galimybę pradėti kalbėti ir rengtis tarptautinei doktorantūrai. [Iš leidinio]Reikšminiai žodžiai: Bolonijos procesas; Doktorantūros studijos; Edukologijos doktorantūra; Edukologijos doktorantūros studijos; Tarptautinis ir tarpuniversitetinis bendradarbiavimas; Trečia studijų pakopa; Trečioji studijų pakopa; Balogna process; Bologna process; International and inter-university co-operation; International andinter-university co-operation; PhD studies; PhD studies in education; Third cycle studies.

ENThe Memorandum of Lifelong Learning (2001) and Lifelong Learning Strategy (2004) propose that lifelong learning could further the strategic goals of the development of the European Union and its countries as well as contribute to lifelong learning as a reality in each person's life instead of a rhetorical possibility" (M.Teresevičienė, V. Zuzevičiūtė, A. Rutkienė, 2006:48). This statement supports the importance of the aim of the Berlin Communique (2003) that declares the assurance of innovations in studies and scientific research regarding doctoral studies as a connection between two significant pillars - European higher education and European education - in the creation of the knowledge society. The documents of the Bologna process suggest that the common system of European higher education qualifications could be established and the higher education area could be strengthened through the cooperation among universities. It is emphasised that diversity and stronger competition should be enhanced among universities striving for quality together. The importance of higher education is highlighted in terms of scientific research and scientists' preparation with the identification of doctoral level qualifications that could be in tune with the common qualification system of the European higher education area.The progress of science through original research is an essential component. According to S. Šalkauskis (2005:12) "the uppermost ideal of a higher education institution is to prepare a younger generation for scientific research when creating the science itself before their very eyes". The interdisciplinarity of education sciences and the varied nature of their research (a close connection between theory and practice) expect scientists, working in the system of higher education and researching its problems at the level of academic theorisation, also to perform some practical work in a higher education institution: as a university teacher; an organiser of a study process and scientific research of an interdisciplinary, interuniversity and international scope; scientific counsellor or expert (Jucevičienė, 1998). The qualification of a doctor of sciences is referred to level 8 in the European qualification framework (EQF1) that emphasises the abilities to independently find appropriate solutions in complex and unpredictable situations. This approach reveals the importance to show the requirements set for scientists and discuss the changing practice in the preparation of a young scientist. [From the publication]