UDC 378(44):316
https://doi.org/10.20339/AM.04-21.079
T.V. Urazhok is PhD student of the 3rd year study at Leonov Moscow Region University of Technology, Korolev City e-mail: urazhok@ut-mo.ru
Discussed are issues of postgraduate training system in France. The European system of doctoral training was always effective, had a great diversity of programs, wide opportunities for the graduates. It set trends for postgraduate training systems all over the world. France is the second economy of the European Union, producing almost a fifth of the European Union’s GDP. This country is among the leaders that allocate a large number of funds to finance the research sector. In 2018, France’s gross domestic spending on R&D was 2.3%. In this regard, the social survey of French PhD students was conducted. They were asked to answer questions about the effectiveness of the French postgraduate training system as a whole and to assess the social and psychological side of the doctoral education process. We considered such aspects of the problem as the competitiveness of the French doctoral school in comparison with other countries, employment in the scientific and pedagogical area, the perception of the research fellow, and the obstacles that arise in the process of writing the thesis. The empirical basis of the study is a survey conducted in 2019–2020. The sample consisted of 149 people. It is noted that in general, future candidates of sciences tend to get into the research environment to continue working as full-fledged researchers. The analysis also showed that despite the good funding, there are certain problems in the field of science that concern the current generation of PhD students.
Key words: postgraduate training system, higher education, PhD students, research fellow, research, research activity, effectiveness.
References
1. Белова О.А., Лапшинова К.В. Внутренний мониторинг качества образовательных услуг в условиях модернизации системы высшего образования в странах таможенного союза и странах СНГ // Перспективы, организационные формы и эффективность развития сотрудничества вузов стран Таможенного союза и СНГ: сборник научных трудов международной научно-практической конференции. М., 2013. С. 287–292.
Belova O.A., Lapshinova K.V. The inner monitoring of educational services level in the process of the modernization of the higher education system in the country-members of the customs union and the CIS. Prospects, organizational forms and effectiveness of cooperation between higher education institutions of the customs union and the CIS countries: collection of scientific papers of the international scientific and practical conference. Moscow, 2013. P. 287–292.
2. Крайсман Н.В., Фушель Д.Д. Система высшего образования во Франции: слабые стороны, парадоксы и задачи университетов Современные проблемы науки и образования (электронный журнал). 2015. С. 373.
Kraysman N.V., Fouchel D.D. System of the Higher Education in France: Weaknesses, Paradoxes and Tasks of Universities // Modern Problems of Science and Education (electronic journal). 2015. P. 373.
3. Bernstein B.L., Evans B., Fyffe J., Halai N., Hall F.L., Marsh H. & Jensen H.S. The continuing evolution of the research doctorate. In M. Nerad & B. Evans (Eds.). Globalization and its impacts on the quality of PhD education: Forces and forms in doctoral education worldwide (P. 5–30). Rotterdam: Sense Publishers. Dr Abigail Diamond, Dr Charlie Ball, Dr Tim Vorley, Tristram Hughes, Rachel Moreton, Peter Howe, Tej Nathwani. The impact of doctoral careers. Final Report. 2014. P. 130.
4. Burnett C. (1997) The Introduction of Arabic Learning into England. London: British Library.
5. Freeman C. (2002) The Closing of the Western Mind: The rise and fall of reason. London: Heinemann. P. 7.
6. Hannam J. (2009) God‘s Philosophers: How the medieval world laid the foundations of modern science. London: Icon Books. P. 4.
7. Harkins, F.T. (2015) Filiae Magistri: Peter Lombard’s Sentences and medieval theological education “on the ground”’. In Rosemann, P.W. (еd.) Mediaeval Commentaries on the Sentences of Peter Lombard. Leiden: Brill, P. 26–78.
8. Hiatt A. (2004) The Making of Medieval Forgeries: False documents in fifteenth-century England. London: British Library and University of Toronto Press. P. 5.
9. Rospigliosi P.A., Bourner T. and Heath L. (2016) Universities’ engagement with vocationalism: Historical perspective. International Journal for Research in Vocational Education and Training. No. 3 (3). P. 185–211.
10. Turner J. (2014) Philology: The forgotten origins of the modern humanities. Princeton, N.J: Princeton University Press.
11. Ministère de l’Enseignement supérieur, de la Recherche et de l'Innovation. Site official. URL: https://www.enseignementsup-recherche.gouv.fr/ (accessed on: 21.01.2021).
12. Rénovées, Mieux Rémunérées: De Nouvelles Carrières Pour L’enseignement Supérieur Et La Recherche. URL: https://cache.media.enseignementsup-recherche.gouv.fr/file/PPCR/94/5/201... (accessed on: 21.01.2021).
13. Pay Scale. Official Site. URL: https://www.payscale.com/ (accessed on: 21.01.2021).
14. Average Salary Survey. Official Site. URL: https://www.averagesalarysurvey.com/ (accessed on: 21.01.2021).
15. Campus France. Official Site. URL: https://www.campusfrance.org/en/how-to-finance-Doctorate-France (accessed on: 21.01.2021).
.png)
