Estijos ir Lietuvos aukštojo mokslo reformos po Nepriklausomybės atkūrimo: lyginamasis aspektas

LTPo Sovietų Sąjungos griūties ir Nepriklausomybės atgavimo pokomunistinėse valstybėse aukštasis mokslas turėjo būti reformuotas. Straipsnyje apžvelgiama Estijos ir Lietuvos aukštojo mokslo reformų raida, kai kuriais aspektais atvedusi šalių aukštąjį mokslą į skirtingą dabartinę būklę. Estijos ir Lietuvos aukštojo mokslo esminiai struktūriniai ir funkciniai pokyčiai lyginami analizuojant Estijos ir Lietuvos aukštojo mokslo sistemas, studijų organizavimo pokyčius, aukštojo mokslo masiškėjimą, internacionalizaciją, finansavimo, studijų kokybės užtikrinimo ir aukštųjų mokyklų valdymo politiką. [Iš leidinio]Reikšminiai žodžiai: Aukštasis mokslas; Aukštasis mokslas Lietuvoje ir Estijoje; Lyginamasis aspektas; Reforma; Studijų kokybė; Comparative aspect; Higher education; Higher education in Lithuania and Estonia; Quality of studies; Reform.

ENAfter the collapse of the Soviet Union, having understood the necessity of a new system of values and attitudes, Lithuania and Estonia did not delay to modernize their economic, political, religion and education sectors (Jucevičienė, 2010). The independence opened possibilities to dispose of the soviet relicts and reform higher education (Samalavičius, 2003). Global processes causing the change of higher education paradigms all over the world had a significant impact on the course of reforming Lithuanian and Estonian higher education systems for nearly a quarter of the century. Both countries were striving for quality in the sector of higher education, fully acknowledging the goals and objectives as well as responsibilities for the possible outcomes. Higher education reforms in Lithuania are analyzed by Jucevičienė (2010), Samalavičius (2003), Putinaitė, Radžvilas, Kuodis, Subačius (in Subačius, 2014). Kubarsepp (n.d.), Reino, Jaakso, Kross (in Saar & Mõttus, 2013) research achievements and areas to be improved in Estonian higher education, with special focus on both transnational regulations and national interests (Haapakorpi & Saarinen, 2014). Daujotis ( 2012, p. 219) foresees that Estonia will be the first post-communist country to step out of the libertarian higher education moor and to have regained fairness in higher education. Having the latter idea in mind, the object of this research is the evolution of Estonian and Lithuanian higher education since regaining independence from the Soviets. The aim of the research is to compare the essential functional and structural changes of both countries' higher education systems that have faced challenges of massive education, internationalization, organizational study system changes, policies of financing, quality assurance and institutional management.The analyses of strategic documents and scientific literature overview contributes to a better understanding of Estonian and Lithuanian higher education systems described in the first two parts of the article. The comparative analysis of the countries higher education evolution and the current state is presented in the discussion part. The transformation of higher education systems from dual to binary, change in academic values and attitudes, openness to internal and external experts and quality assurance organizations ensured a successful path towards better quality in higher education of both countries. Estonian and Lithuanian higher education experienced essential structural and functional changes during the period of Independence. Both countries transformed their higher education systems in accordance to the common European higher education requirements and principles. Eventually studies became more massive and international, thus, certain changes in study organization proved to be necessary. The quality of higher education being of national and institutional matter encouraged establishment of strict procedures to ensure quality of studies. Moreover, policies of higher education financing and management had to be reconsidered as well. Estonian higher education practices a high degree of autonomy in managing their institutions in terms of personnel, finance, organization and academic matters, while Lithuanian higher education experiences more limitations in some managerial aspects. Having implemented essential structural higher education reforms, having successfully integrated in the common European educational environment, regularly analyzing the consequencies of the actions taken as well as paying attention to student needs and market demands, both Lithuania and Estonia keep optimizing and modernizing their higher education. [From the publication]

• Politikos mokslai / Political sciences
• Vadyba / Management
• Edukologija / Education