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THE LEADING ROLE OF THE NATIONAL ACADEMY OF SCIENCES OF UKRAINE IN THE SYSTEM FOR TRAINING OF RESEARCH PERSONNEL WITH HIGHER QUALIFICATION (Veduschaya rol Natsyonalnoy Akademiyi Nauk Ukrainy v sisteme podgotovki nauchnykh kadrov vysshey kvalifikatsyi

100%
Lobanova L. S.
Nauka ta naukoznavstvo (Science and Science of Science)
|
2010
|
issue 3
46-58
EN
Ukraine is positioned in the international research area as a country with recognized academic schools established mainly in the soviet period and two-level system of training and evaluation of research personnel, candidates of sciences and doctors of sciences. Post-graduate and post-doctoral courses still remain to be the maim forms of the training. A detailed account of post-graduate and post-doctoral training in Ukraine before and after the breakdown of the USSR is contained, with emphasizing the distinction between Ukraine and the West with respect to post-graduate and posts-doctoral training: while in the West it's located in universities, in Ukraine it's located in the Academy of Sciences and 'branch' research institutes. The analysis is made by use of the abundant statistical data on post-graduate and posts-doctoral training and R&D financing. Systemic threats to the quality of post-graduate and posts-doctoral training, appeared in the post-soviet Ukraine, are outlined. All of them are associated in a way with the degrading quality of post-graduate and posts-doctoral training in Ukraine HEEs, due to disparities between the small amounts of performed R&D and the increasing number of post-graduates there. However, this quality-specific problem doesn't exist in the National Academy of Sciences (NAS) of Ukraine. Quality-specific trends in Ukrainian HEEs and the NAS of Ukraine are proved statistically, which allows to position the NAS of Ukraine as the leader in post-graduate and post-doctoral training in Ukraine.
2

THE BOLOGNA PROCESS: DOCTORAL PROGRAMS IN EUROPEAN UNIVERSITIES (Bolonski protsess: doktorskie programmy v evropeiskikh universitetakh)

63%
Lobanova L. S., Vashulenko O. S.
Nauka ta naukoznavstvo (Science and Science of Science)
|
2009
|
issue 4
22-29
EN
Problems related to doctoral training are discussed, which is a priority function for European universities. It's shown that organization of doctoral programs varies by country and by university as well, that there exist two approaches to organization of doctoral training in European countries (individual programs and structural programs), that methods and forms of doctoral training vary depending on the significance assigned to individual research and the role of scientific supervisor. New problems and challenges faced by European universities in organizing doctoral training are emphasized, and tendencies affecting the training are shown by use of rich statistical data and evidence. It is concluded that the variety of traditions and approaches to organization of doctoral programs can be regarded as an advantage of the European Education Area, but also as a factor of fragmentation of doctoral training, not favorable for fostering a good research environment. Results of the project of the European Association of Universities (EAU) 'Doctoral Programs for the European Knowledge Society', ten basic principles for organization of doctoral training, fixed by the Salzburg scientific seminar and 'Dublin Descriptors' approved by the Bergen conference of ministers of higher education from Bologna process member states are reviewed. It's concluded that the EAU policy seeks to preserve the variety of doctoral training systems, so, introduction of a standard 'Eurodoctoral' degree shouldn't be expected in the near future.
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