Uliya Kylikova

This article aims to identify and consider the universal competences underlying postgraduate programs in the United States. Postgraduate study prepares future specialists in the field of science, mobile, creative, able to quickly navigate in the conditions of constantly changing reality, therefore it seems interesting to identify and analyze the universal competences underlying postgraduate programs implemented abroad on the example of the United States. Based on the analysis of domestic and foreign literature, it seems obvious that the training of scientific and pedagogical personnel in graduate school is one of the priority areas for most higher educational institutions both within our country and abroad. The main sources in the research process were curricula and work programs of various US universities, as well as original works of foreign researchers in a foreign language. The grading of universal competences according to the degree of importance (competence of the initial and advanced level) is presented. The groups of universal competences (mentoring competences, research competences, managerial competences, "Socratic portfolio") are identified and substantiated, and their content base is revealed. The author also draws attention to the questions arising in the process of studying competences in the framework of postgraduate programs in the United States. Based on the analysis carried out, attention is focused on the fact that when planning postgraduate training programs, it is necessary to take into account the entire range of competences that they have to develop, including their understanding of the diversity and, at the same time, the integrity of academic life, in which graduate students will have to participate in the process of work over their thesis and after graduating from graduate school. In a period of increasing emphasis on undergraduate research mentoring programs, graduate students must be prepared to mentor, manage and advise not only undergraduates but also junior colleagues and other graduate students. The practical significance of the research lies in the fact that the results obtained and the formulated conclusions create the preconditions for the development of curricula and programs for the training of scientific and pedagogical personnel in graduate school through the integration of constructive foreign experience and can be implemented at a practical level into the domestic system.