Binarinės aukštojo mokslo sistemos dermės probleminės dimensijos
The Problematic Dimensions of the Binary System Harmony in Higher Education?

Summary/Abstract: Straipsnyje analizuojama aukštojo mokslo sampratos raida ir kaita istorijos kontekste, binarinės aukštojo mokslo sistemos samprata. Apibrėžiami universitetinių ir neuniversitetinių studijų turinio projektavimo principai. Apibūdinamos binarinės aukštojo mokslo sistemos dermės probleminės dimensijos. Tyrimo rezultatai rodo, kad pagrindinės binarinės aukštojo mokslo sistemos dermės probleminės dimensijos – universitetinių studijų masiškumas, žemas aukštojo neuniversitetinio išsilavinimo statusas, aukštasis neuniversitetinis išsilavinimas neatpažįstamas visuomenėje ir neretai tapatinamas su profesiniu išsilavinimu, neuniversitetinio ir universitetinio švietimo sektoriai praranda savo identitetą. Due to the demands of changeable world of work, market economy and the creation of the knowledge society, higher education has become massive. This phenomenon affected not only Europe, but also the other countries of world. In order to solve this problem, in most countries binary, unified or fragmentary higher education systems have been created. The decision to reform Lithuanian higher education and to create binary system was correct. However, an important problem, which is the cause of the reform, i.e. massive studying at university induced by the low status of non-university studies, has not been solved yet. In the article, the authors analyse the development of the conception of higher education in the historical context and define conception of binary system. The principles of curriculum projection in university studies and non-university studies are defined. The authors identify the problematic dimensions of the binary system harmony in higher education. The results of research reveal the main problematic dimensions of the binary system harmony in higher education – massive studying at university, the low status of non-university education. Furthermore, non-university studies are not recognized in society and are often identified with vocational education; university and non-university study sectors of higher education are losing their identity.

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