GLOBAL CONTEXT OF THE EUROPEAN UNION PLANNING PROCESSES FOR HIGHER EDUCATION AND RESEARCH AREAS: THOUGHTS FOR THE GEORGIAN UNIVERSITY SYSTEM
Three main arguments run through this text. The first one claims the European Union Higher Education (EU/HE) Area cannot be uncoupled from the EU Research Area, as both planning exercises and policies are corner stone components of the EU most recent Science, Technology and Innovation policy. This standpoint enables the emphasis be put on an often neglected dimension of the EU/HE Area: the utmost importance of graduate education and especially doctoral education. The second highlights nowadays most recent Science, Technology and Innovation policies’ specific foundational trends regarding highly qualified human resources bearing advanced research training for example of the doctoral level. Evidence-based trends do support that nation-building capacities are underlined by a direct interrelationship between countries’ research intensity and doctoral education graduates. These graduates are mainly if not exclusively trained by research intensive universities.Finally, a last discussion looks at trends of Georgia Higher Education system in the light of current major characteristics of three modern university systems (USA, United Kingdom and Canada). It is argued the Georgian HE system, as for the country’s total population, consists of far too many institutions belonging to the college, university and comprehensive research university categories. None of the three mentioned rich developed countries does have the required high quality human and financial resources to run as many different HE institutions as Georgia currently does. Obviously, Georgia spreads thin and rare human and financial resources to too many different institutions. Relevant policies to correct this inefficient use of human and financial resources by Georgia HE system are also considered.
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