(2024) Science and education, 3, 12-16. Odessa.

Natalia Derstuganova,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of Education
and Educational Institution Management,
"Classic Private University",
70-b, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-2455-5695

DETERMINING THE COMPETENCES OF THE DOCTOR OF PHILOSOPHY DEGREE STUDENTS IN THE EU NORMATIVE AND REGULATORY DOCUMENTS

The modernization of the higher education system of Ukraine, the focus on the entry into the European research space determines the interest of national researchers in the scientific heritage of foreign colleagues, in particular – the experience of implementing the norms of European educational legislation in the process of preparing doctors of philosophy on the basis of competence approach. In the national discourse, to name the competences that are not included into special (subject, professional) competencies, it is used the term «generic competence», and at the same time a wide range of definitions are used for describing such competences in foreign discourse. The purpose of this study is to identify trends on the use of terms to refer to competences other than special (professional, subject) competences in foreign discourse, in particular in the EU normative and regulatory documents describing the preparation of the third educational and scientific levels (doctors of philosophy). To achieve this purpose, theoretical analysis, synthesis, systematization, comparison and generalization of the presented material were used. The article provides modern approaches to the choice of competences other than special (professional, subject) competences in foreign discourse, in particular in the EU normative and regulatory documents describing the preparation of the third educational and scientific level (doctors of philosophy). Of particular interest in our study are the terms used to refer to competences other than special (professional, subject) competences, in documents that had a fundamental impact on the reform of doctoral education in Europe. The study revealed that today competences other than special (professional, subject) competences, are in the center of attention of the scientific community and are the subject of scientific and methodological developments at different levels, the results of which are embodied in the documents of regulation and recommendation. It is established that the foreign discourse does not produce a single generally accepted term to refer to competences other than special (professional, subject). To denote such competences, in parallel, are used such phrases as: «transferable skills», «transversal competences», «generic competences», «key competences», «generic skills» and the other approaches to outline the content of which do not always coincide. It is established that the EU normative and regulatory documents, in particular in those that manage the process of preparation of students of the third educational and scientific level (doctors of philosophy), to refer to competences other than special (professional, subject), it is favourable to use «transferable skills» construct. The paper provides methods of translation from English into Ukrainian phrase «transferable skills», which are found in modern normative and regulatory literature in scientific publications. The analysis of modern scientific articles has shown that in most cases Ukrainian researchers translate the phrase «transferable skills» as «трансферабальні навички», using the method of transliteration to translate the term «transferable». We see the prospects for further exploration in the study of synonyms of the term «generic competence» in scientific discourse.

transferable skills, transversal competences, generic competences, generic skills, key competences, key competencies.