Purpose. To examine the relevance of master's programs in higher education institutions of the USA, the Euro pean Union and Ukraine. Taking the example of administrative competencies formation in the Master of Education programs, to compare the relevance of majors and competencies for the Master of Education degree in the USA, Europe and Ukraine. Based on the results achieved, to recommend the sequence of modernization of master's pro grams in Ukraine in accordance with the standards of the European Higher Education Area. Methodology. The authors used the comparative analysis method, which made it possible to compare the features of administrative competencies formation in master's programs in the United States, the European Union and Ukraine. The logical method of scientific knowledge allowed the authors to draw conclusions that justify the need for further modernization of master's programs in Ukraine in accordance with standards of the European Higher Educa tion Area. findings. The authors have examined comparison of meanings, which are embedded in the phrase "administrative competences" in Ukraine, the USA and states of the European Union. The authors have concluded that in the Ukrai nian educational system understanding of administrative competencies and need for their formation in university graduates differs little from their understanding in the USA and the European Higher Education Area. In examining master's degree programs in the USA and the State of the European Union, the authors have found that education is differentiated not only between states, as well as within states. The authors have concluded that modernization of the Ukrainian educational system in accordance with the standards of the European Higher Education Area does not threaten Ukrainian identity, and, instead, develops it. By comparing administrative competencies formation in the Master of Education programs in higher education institutions of the USA, Europe and Ukraine, the authors have found significant differences between these programs. The authors have developed recommendations for moderniza tion of the Master of Education programs in accordance with the standards of the European Association for Quality Assurance in Higher Education. originality. The authors have proved the irrelevance of majors and competencies for the Master of Education degree in Ukraine in comparison with the USA and the States of the European Union. Taking the example of admin istrative competencies formation in the Master of Education programs in the higher education institutions of the USA, Europe and Ukraine, the authors have found that 1) in Ukraine master's programs are not divided into "re search" and "professional", as is adopted in the USA and the states of the European Union; 2) the Master of Educa tion programs in Ukraine provide mastering of majors which do not correspond to the classification adopted in the European Higher Education Area. The authors have recommended modernizing the Master of Education program in Ukraine in accordance with the sta...

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The article is devoted to the peculiarities of �Speech Pathology Education� Ph.D. program against the reforms of the education of persons with disabilities. The work implements competency-based approach to the preparation of students for the Master?s program. Competences of the Master of psychological-pedagogical diagnostics and one�s activities in the field of integrated studying of persons with disabilities, as well as of teaching and research activities, are described. To assess the development of diagnostic competence authors developed and submitted tasks of different levels of complexity, allowing to assess competence at different stages of learning. The article presents an innovative technology of application of a "Portfolio" didactic method in the formation of diagnostic competence, describes the contents of the �Portfolio� (created by the magistrand), and provides evaluation criteria for the performance of the proposed technology.

The article discusses the issues of special conditions for students with disabilities in terms of inclusive education. It is shown that the inclusion in the educational organization the child with developmental disorders can be eff ective only in the presence of personnel, logistical, educational and other conditions.

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