FORMATION OF PROJECT COMPETENCE OF PHD STUDENTS IN THE SYSTEM OF IMPLEMENTATION OF PROFESSIONAL EDUCATION TASKS IN THE HIGHER SCHOOL CONDITIONS

The article focuses on current issues related to the need to reveal the significance of the formation of project competence of PhD students through the prism of the implementation of the tasks of professional education in the current conditions of a higher school. The significance of the influence of modern professional requirements on the timeliness of phenomenological formation at the stage of training of highly qualified personnel is substantiated. The purpose of the study is to carry out a theoretical analysis of the formation of project competence of PhD students in the system of implementing the tasks of professional education in the conditions of a higher school. The professional education of PhD students was designed and visualized regarding fundamental and interdependent components aimed at the research target audience’s continuous professional development and personal growth. Attention is drawn to the fact that in the structure of the specialist’s professional competence, the project competence actualizes the possibility of the subject of knowledge to reveal his intellectual potential, range of abilities, and skills at implementing project activity tasks. Summarizing the importance of phenomenological formation in implementing the tasks of professional education of the researched category of subjects of knowledge, the criteria that reflect the educational opportunities of the modern higher school are singled out. The component structure of project competence of graduate students, represented by the unity of personal-psychological, personal-sociocultural, and scientific-pedagogical components, is structured and visualized. The functional filling of the project competence of the graduate student through the prism of the integrative unity of regulatory, information-communicative, cognitive, reflective-evaluative, managerial, and prognostic-diagnostic functions are summarized. The applied essence of phenomenological significance, represented at the level of personal ability to further productive professional adaptation for the purpose of qualitative performance of the cognitive functions assigned to the subject, is emphasized. It was established that the productivity of phenomenological formation is influenced by the content of the state standard, which regulates the formation of the necessary constituent components, such as integral competence, general and special competencies, and program learning outcomes.