1. “Three Cycle System in the Framework of Bologna Process”, Summer School, Yerevan, Armenia, 2008 ECTS in doctoral program Algirdas Vaclovas Valiulis, Bologna expert, Lithuania

2. Background In 2000, the EC published a policy "creation of a European Research Area to bring within one coordinated approach all the elements that contribute towards the development of research capacity in Europe, as well as to integrate the aspirations and needs of society into the development of science". At the Lisbon summit (March 2000), it has been committed to turning Europe into the most competitive and dynamic knowledge-based region of the world by 2010, capable of sustainable economic growth with more and better jobs and greater social cohesion. In September 2002, the Commission published a Communication on "More Research for Europe: Towards 3% GDP“.

3. Background At the Bologna ministerial summit (Berlin, 2003), Ministers identified research as an integral part of European Higher Education and stated that they consider it necessary to include the doctoral level as the third cycle in the Bologna Process. Ministers made the link between the European Higher Education Area and the EU plans to create a European Research Area. In May 2005, the Bergen ministerial summit highlighted the importance of doctoral level qualifications and mandated the interested parties to further develop the basic principles for doctoral qualifications, but avoiding overregulation of doctoral programmes.

4. Background In the Communique of the London Conference of 2007, the Ministers recognised the value of developing and maintaining a wide variety of doctoral programmes. As a result, it is now an established fact that Doctoral programmes are not only the third cycle of higher education, but also the first stage in the career of young researchers. The essential difference between the two first cycles and the Doctorate is that it focuses on original research with the aim of producing new knowledge.

5. Objective of a doctoral programs The objective of a doctoral program is to motivate and prepare PhD candidates in such a way that they are able: to carry out research independently, to analyse scientific events with wide and deep perception, to determine necessary steps to reach new synthesis, to make original contributions to science. It is this special characteristic, the creation of new knowledge, which distinguishes Doctoral from the two preceding levels (BSc and MSc) of higher education.

6. Dublin descriptors for third cycle studies According to the Dublin descriptors, qualifications that signify completion of the third cycle are awarded to students who: Have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; Have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; Have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work;

7. Dublin descriptors for third cycle studies Are capable of critical analysis, evaluation and synthesis of new and complex ideas; Can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; Can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.

8. Basic principles (I) The core component of Doctoral training is the advancement of knowledge through original research; Embedding in institutional strategies and policies (Universities must meet new challenges and include appropriate professional career development opportunities); The importance of diversity (including joint Doctorates); Doctoral candidates should be recognized as early stage researchers; The crucial role of supervision and assessment;

9. Basic principles Achieving critical mass (innovative practice; graduate schools; international, national and regional collaboration between universities); Duration (three to four years full-time as a rule); Increasing mobility (geographical, interdisciplinary, intersectoral mobility and international collaboration within an integrated framework of cooperation) Ensuring appropriate funding.

10. Models of Doctoral Studies in Europe "First Model" the one including mainly individual supervision and tutoring; "Second Model" the one including taught Doctoral courses plus individual work. About 59% of Institutions apply the Second Model, 33% apply the First Model and 8% apply other models. It must be pointed out here that about 14% of the Institutions apply both Models.

11. ECTS Do credit transfer system (e.g. ECTS) should be applied to the structured part of the Doctorate? European engineering higher education associations expressed their view by statement - "ECTS credits should not necessarily be applied to the PhD since an essentially curriculum based PhD- programme cannot fulfil requirements concerning the personal independence, the research experience and alike. Any credit system should be used only in order to enhance the mobility of Doctoral candidates and the interationalisation of Doctoral Programs, but not lead to formal accreditation.

12. ECTS The majority of the Institutions are reluctant to introduce ECTS in the structured part of the Doctorate; Do ECTS is used in the Introductory Courses ? About 46% of the Institutions gave a positive reply, 27% answered – No; The majority of the institutions focus on Specialisation oriented (89%), Research oriented (79%) and General (43%) introductory courses. Small interest is given to Career Development (14%) and to Ethics oriented (7%) introductory courses. No Institution would use any credit system for the research part of the Doctorate and no any information suggesting that some Institutions do it.

13. Quality Assurance Most Institutions tend to keep to the model First Cycle - Second Cycle - Doctorate, not allowing direct access from the First Cycle to the Doctorate. The following criteria, very important for ensuring the quality of a Doctoral Program: monitoring the progress of Doctoral candidates, the quality of supervision, the quality and originality of the results, the innovative nature of the thesis the employability of Doctoral graduates. On the monitoring of the progress of Doctoral candidates, 89% of the universities replied that they do, 8% that they do not. The progress report is usually submitted every either 6 or 12 months.

14. Quality Assurance The Supervising Committee is selected from experienced academics from the same or a related research field. The majority of the Institutions monitor most of the factors affecting the quality of Doctoral Theses, with the exception of the employability of Doctoral graduates. Another factor where the current status might need to be changed is the presence of the Tutor and the non presence of external examiners in the examination board.

15. Financing Governments are still the main source of financing for the Doctorates in European universities. If this does not change, with a bigger involvement of industry, attaining the goal of technological innovation and competitiveness might not be easily feasible.

16. Mobility In the Mobility issue, the results look satisfactory: mobility is allowed during the introductory courses period and/or during the preparation of the thesis (about 68% institutions allow mobility ); the procedure used for the recognition of the study abroad period involves the use of ECTS for a about 41% of the Institutions;

17. Interationalisation In Internationalisation, the results are not satisfactory in both the European and the international level. Do the Institutions are coordinated or participated in joint international Doctoral programs with either European or non- European Universities: about 56% institutions replied positively, 41% negatively.

18. Creation of working environment for effective PhD (I) The creation of working environment for effective PhD is dependent upon various quality parameters, such as: relationships between student and advisor (apprenticeship), student and faculty, faculty and faculty, departmental culture, research laboratory, etc. During PhD education much of the important teaching and learning takes place in a one-to-one relationship between student and his/her advisor. The single advisory approach is often coupled with tradition of faculty autonomy.

19. Creation of working environment for effective PhD (II) There may be various strategies in PhD education such as: students learn by reading good research and observing a faculty making research; students are thrown into their research topic, and the "good ones" find their way with minimum guidance; a program consisting of a set of examinations and barriers.

20. The main issues arising for the provision of high quality Doctorates The introduction of the appropriate structures within the institutions; The development of attractive research career perspectives for early stage researchers, including opportunities outside academia and industry; The definition of clear and transparent entrance qualifications with flexibility and interdisciplinarity; The internationalisation of Doctoral education through mobility of Doctoral candidates, joint and co-tutored Doctoral programmes; Quality assurance through transparent procedures for the supervision, monitoring and assessment;

21. The main issues arising for the provision of high quality Doctorates Development of transferable skills; Financing. For Engineering Institutions a bigger involvement of industry might be sought. It must be pointed out that it is up to the Institutions to find ways for such a financing without losing their autonomy and their control over Doctoral education; The so-called "professional Doctorates" should be very clearly differentiated from the research ones with the introduction of the appropriate legal framework, including a different title.

22. Thank You for attention and patience

23. Do country has clear scientific priorities? Do country economy (SME, big companies) feel the need of scientific research? Do country is prepared to retard the best brain drain or return it back? Do works the policy to create centers of excellence with concentration of top equipment or other resources? Do scientific worker career is attractive for university graduates?