The Bologna Process started in 1999, aiming to elaborate an overarching framework of qualifications for the European Higher Education Area. The doctoral level as the third cycle was introduced for promoting closer links between research and higher education. The implementation of doctoral programme of pedagogy has strengthened the area of educational research. The general goal of the doctoral education is to provide doctoral students with an in-depth knowledge of the field of research and the capability to produce novel scientific knowledge independently. The aim of the paper is to characterize the realisation of teachers' education as doctoral training in the context of Bologna Process strategies. The seminar in Salzburg set up ten basic principles concerning doctoral education. Learning outcomes in the field of research training are one of the basic building blocks of European higher education quality. The quality of teachers' education on doctoral studies level is depending on advanced learning outcomes of an individual. The goals of doctoral education are increasing internationalisation, co-operation between academies, promoting academic careers and establishing post-doctoral positions. The investigation about research training was carried out at Riga Teacher Training and Educational Management Academy doctoral study programme in pedagogy. A questionnaire about aspects of doctoral studies was developed for obtaining information for analysis and was given to teachers (doctoral students). Respondents were asked to complete the questionnaire focusing on learning outcomes. The estimation of the results was made summing the answers, and the percentage was calculated. Feedback from doctoral students plays an important role in the further development of the curricula.

The article deals with the issue of the impact of teaching practice on training of the future educators. At the Institute of Education and Home Management of the Latvia University of Agriculture, approaches of human pedagogy and education lie at the basis of the conceptual grounds of the school practice. The phases of the school practice are characterized and the readiness obtained by the students within the training are discussed. In every phase of the school practice, students gradually adapt themselves to the school, pedagogic and educational environments. Results of student survey on the development of readiness to pedagogic work in school educational environment and the developing role of competency are presented.

This study was conducted to investigate the lifestyle of post-graduate students. The purpose of the present study was to find out opinion of the post-graduate students how significant are physical activities and healthy eating in their life. The study was initiated due to the growing knowledge of the importance of healthy food. The study was carried out by using empirical methods and the opinion of post-graduate students living in Latvia analysed. The authors have used questionnaire method and in February 2008 received answers from 86 respondents who are the post-graduate students of Latvia University of Agriculture (LLU). Studies showed that the biggest part of research subjects appreciates the importance of physical activities and healthy eating, and treats it as a positive part of the post-graduate studies process.

The goal of the research was to evaluate the opportunities in preparation of logistics specialists offered by Latvian universities and to formulate problem solutions. To achieve the goal, study programmes and course syllabuses offered by Latvian universities and colleges were analysed from the logistics perspective. Opportunities to acquire logistics knowledge offered in Latvia by distance, in further education and life-long learning programmes were reviewed. In the end, it was concluded that the development of logistics education in Latvia does not correspond to the speed of the development of logistics industry. Currently Latvia offers 4 Logistics study programmes, but only one study programme offers education corresponding to the professional standard – Manager of Logistics Department – as approved by the MoES. Latvia University of Agriculture currently has no logistics study programmes but different logistics subjects are included in the study programmes of 4 Faculties, therefore there are vast opportunities and it is necessary to develop the offer of logistics education, first by giving students the opportunity to choose specialisation in logistics in the Faculties in the study areas of which logistics is especially important and necessary – Faculty of Economics, Technical Faculty, Faculty of Forestry, Faculty of Food Technology, and Faculty of Agriculture.

One of key elements when implementing e-learning system is integration in already existing system. System implementation begins with a planning process and ends with installation and maintenance. First of all, it is necessary to determine project team and set responsibilities, collect all information about current situation and possible changes. Latvia University of Agriculture has just started to plan implementation of Moodle system, as its e-learning environment. This article attempts to provide answers on some implementation questions during the system development lifecycle process.

The aim of the study: to analyse the principle of exemplarity, comprehend its features and their usage in university exact courses learning practice. The principle of exemplarity is a means of arranging the geodesy study course programme according to the most essential notions of the course and students abilities and knowledge level at Latvia University of Agriculture. It is one of the cognitive learning didactical principles proponed by the German scientist Martin Wagenschein and recognised in a teaching/learning process particularly in natural sciences. The origination of the principle of exemplarity, its relevant features and experience of other countries are analysed in the article. The following notions of the principle are analysed in the article: coping with information quantity, comprehension of a course entity and epistemology, interdisciplinarity; usage of exemplar as a feature of entity criterion in obtaining particular knowledge and skills; traits of Socratic dialogue. The principle of exemplarity is combined with problem-based learning, project method and student-centred approach and is used and discussed particularly in Germany and Denmark. The principle features and the ideas of its usage are being assessed, worked in and implemented in the geodesy study course programme for the land survey speciality first year students. The programme is revised thematically determining the focal themes (exemplars) in laboratory works via which the principle of exemplarity can be the means of obtaining the course of geodesy successfully.

Placing emphasis on high level of responsibility, professionalism and tendency for improvement is expected from medical students. A continuous flow of information puts medical students in front of a choice between the already known and the new. It is therefore necessary to think flexibly and to be ready to verify information and admit mistakes – it is necessary to be able to think critically. While studying chemistry in Riga Stadiņš University, students have an opportunity to use critical thinking methods for certain purposes – investigation of laws of nature. Development of critical thinking therefore is an integral component rather than the goal of medical education. A complex education method with linked didactic methods was developed – the goals are development of critical thinking during practical work, development of study process organization skills, and critical analysis of information, situation modelling, self-assessment and self-dependence. In order for used didactic methods to work, levels of student qualification were taken in consideration and students were offered an opportunity to evaluate their work themselves. By adapting different forms of studying to each topic of theoretic course and practical work, it was possible to find the most effective as proven by student questionnaires. As research shows, the most effective didactic methods are: 1) special assignments where students have to verify given facts; 2) situations where students are directed towards intensified analysis of conditions of assignment; 3) mastering of science-based research principles which include promotion of theories, practical testing, result analysis, and conclusion drawing.

Nowadays the need for a qualitative, accessible and varied lifelong learning is becoming more and more necessary. In Latvia, different institutions take part in the implementation of lifelong learning; however, in spite of the negative factors of demography and migration, changes of work force supply and demand, investment and information shortage, the role of universities has not been properly investigated. The role of higher education in lifelong learning was studied in 9 state universities of Latvia in the period of 2013 – 2015. Monographic analysis and method of synthesis, data statistical research methods – grouping, comparison, relative and average indicators, as well as dynamics line analysis was used in the article. The study proved that the number of occupied work places has increased in 2015. However, it has not reached the average of ten and seven years since 2006 and 2009. Comparing with the free vacancies, the number of them has increased by 2164, especially in the profession group specialists and senior specialists, which as well as executives, is the target audience of universities, which in its turn is a lifelong learning event insufficiently used potential. The universities have suffered because of demographic and migration factors: the rate of student number increases (-9.4%). In order to reach the goals of education politics, universities try to direct education function from studies to lifelong learning; they try to improve existing lifelong learning courses and programs, as well as to propose new ones in order to offer something for workforce corrections.

Entrepreneurship education is a relevant topic in today’s study programs of higher education at two levels: as research object and as development of skills while preparing students. In fact, the latter is one of the most important objectives in Lithuanian universities aiming together with other disciplines at developing students’ entrepreneurial skills. The main aim of the article is to analyse theoretical and practical models of entrepreneurship education applied in universities and introduce development trends. Teaching process involves various methods, internships, consultation and instruction, but usually all activities are not systematically applied. From the behavioural perspective, this study analyses students towards entrepreneurship through the opportunity identification, motivational factors, information source, resources impact and entrepreneurial ability. Hypothetical deductive approach was used through a population sample of 194 students of Aleksandras Stulginskis University Faculty of Economics and management. The research summarized in this paper students attitude toward motives, factors encouraging and preventing entrepreneurship and information sources in the higher education institutions. The gap between teaching methods and student attitude towards at entrepreneurship educations can be reduced supplementing collaboration among stakeholders in the entrepreneurship education. In final part of the article, trends of entrepreneurship education in university enabling to assess dimensions of the development of entrepreneurship education are presented.

The social environment of a university, which is comprised of students, teaching staff and parents, play an essential role in the educational process. Students’ decisions, learning and attainment could be considerably affected by relationships with their coursemates in particular. The present research therefore aims to examine students’ expectations towards their coursemates in the academic environment in Latvia. The research surveyed 979 students at Latvia University of Life Sciences and Technologies (2016–2018). The research has found that for students, the study process involves not only learning but also common events with their coursemates as well as informal relationships. Comparing the role of coursemates and the informal influence of parents and teaching staff, the respondents preferred the involvement of their coursemates. Larger differences in opinion were found for the informal role of teaching staff in learning. Of the respondents, 47% expected teaching staff to be friends, while 29% slightly agreed that the teaching staff had to be authorities and knowledgeable specialists, which indicated that it was important for some students to disassociate formal relationships from informal ones between students and teaching staff. The dispersion of opinions that could be observed for some variables might be explained by the specifics of the programmes the students represented. Statistically significant differences in opinion were found between bioscience and engineering students in relation to the attitude of teaching staff to students, parental support and coursemate support in learning (p is less than 0.05) – the bioscience students more often favoured informal relationship aspects.