Europos sąjungos kvalifikacijų sąranga : iššūkiai švietimo sistemai (edukologijos doktorantūros studijų tobulinimo atvejo analizė)

Abstract

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student’s as researcher’s qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student’s ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.