Reforming the European doctoral education system in the context of formation of generic competences

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dc.contributor.authorDerstuganova Natalia
dc.date.accessioned2026-04-03T09:10:54Z
dc.date.available2026-04-03T09:10:54Z
dc.date.issued2024-12-19
dc.description.abstractThe article analyses the EU regulatory and recommendatory documents which manage the process of reforming the doctoral education system in the context of formation of generic (universal) competences. The problem of improving the higher education system, in particular training of higher qualification personnel with a high-level complex of generic competences that are of great demand in the labour market not only currently but in the future as well, is relevant for Ukraine. The reform of the national system for training applicants of the third (educational and scientific) level is carried out in accordance with European principles and approaches. Therefore, it is timely to research the experience of reforming the doctoral education system in the EU, in particular, to analyse the EU regulatory and recommendation documents which govern the process of reforming the doctoral education system in the context of developing generic competences. Purpose. The purpose of the article is to identify the vectors of doctoral education development by analyzing the EU regulatory and recommendation documents which govern the process of reforming the doctoral education system in the context of formation of generic competences. Methods. To achieve this purpose, a set of methods was used including analysis, synthesis, comparison, systematization and generalization of theoretical material. It is established that the process of reforming the higher education systems of the European Union which has been going on in the last decades is aimed primarily at reforming its most responsible link – doctoral education as a leading flagship of development of not only higher education, but also society as a whole. Establishment of productive relations between higher education systems of the European countries and relevant research institutions, taking into account sustainable educational traditions and centuries-old pedagogical experience of the EU countries, with respect for the linguistic, cultural and religious diversity, became a solid foundation on which the new Europe of Knowledge was built. Persistent work by all involved partners of this large-scale process of improving the higher education system such as universities, research institutions, students, representatives of government and business circles, and other stakeholders was focused on achieving a new level of quality and transparency of higher education in the EU, including doctoral education. Conclusion. The analysis of the regulatory and recommendation documents governing the process of reforming doctoral education in Europe showed that the leading purpose of reforming the doctoral educat ion in the EU was the training of new generation scientists who, after completing their studies at the third level of higher education, have a certain level of the formed competences, in particular a high level of development of universal (generic) competences. It has been revealed that over the last decades, attention has been significantly increased to the process of developing universal competences in the applicants for the degree of Doctor of Philosophy during doctoral training. Nowadays, improving the process of forming the current complex of universal competences of Doctor of Philosophy degree students during doctoral training is considered as an important component of a holistic process of reforming doctoral education in the EU and has a direct impact on the training of scientists of the new formation who are capable of successful self-realisation in both academic and non-academic realities, and ready for the practical implementation of new progressive ideas that extend the boundaries of existing knowledge.
dc.identifier.issn3041-2196 (print)
dc.identifier.issn3041-220X (online)
dc.identifier.urihttps://ir.duan.edu.ua/handle/123456789/6596
dc.language.isoother
dc.publisherAlfred Nobel University
dc.subjectзагальні компетентності
dc.subjectуніверсальні компетентності
dc.subjectздобувачі ступеня доктора філософії
dc.subjectдокторська освіта
dc.subjectреформа
dc.subjectнормативно-рекомендаційні документи
dc.subjectgeneric competences
dc.subjectuniversal competences
dc.subjectDoctor of Philosophy degree students
dc.subjectdoctoral education
dc.subjectreform
dc.subjectregulatory and recommended documents
dc.titleReforming the European doctoral education system in the context of formation of generic competences
dc.title.alternativeРеформування європейської системи докторської освіти у контексті формування загальних компетентностей.
dc.typeArticle

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Alfred Nobel University Journal of Pedagogy and Psychology