UDC: 378.018.8:378.22]:364.4 EDUCATIONAL COMPONENT IN TRAINING OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK

DOI: https://doi.org/10.51706/2707-3076-2022-7-18

Abstract

In 2022, the training of Doctors of Philosophy in social work of the third (educational and
scientific) level of higher education in Ukraine is carried out by 10 institutions of higher education and 1
scientific institution. The purpose of the article is to analyze the educational component of educational
programs for the training of Doctors of Philosophy in social work in Ukraine. The research used such
methods as analysis, comparison, and generalization of scientific sources on the researched problem;
comparative analysis of the educational component of educational programs for the training of Doctors of
Philosophy in social work in Ukraine.
The article highlights the main educational institutions that train Doctors of Philosophy at the third
(educational and scientific) level of higher education; scientific research on the training of Doctors of
Philosophy in social work is covered; the names of educational programs of educational institutions and
research institutions that provide educational services are given; educational and scientific programs,
their main focus and educational component, their educational components that correspond to the
National Qualifications Framework are analyzed. The publication presents a comparative analysis of the
educational program Social Work of Higher Education Institutions and Research Institutions, highlights
and summarizes in the form of tables the mandatory educational components in accordance with the
competencies in line with the National Qualifications Framework.
It is concluded that according to the comparative analysis of educational and scientific programs
of training Doctors of Philosophy of the third (educational and scientific) level of higher education of
compulsory educational components corresponding to the competencies of the National Qualifications
Framework, it was found out that there are differences between the programs (credits, names, forms of
control and content of the educational component), but all programs comply with the normati ve document.
Regarding the number and content of each component, this happens due to the autonomy of higher
education and research institutions.