ФОРМУВАННЯ ДІАГНОСТИЧНО-ПРОГНОСТИЧНОЇ КОМПЕТЕНТНОСТІ У МАЙБУТНІХ ЛОГОПЕДІВ НІДЕРЛАНДІВ ТА НІМЕЧЧИНИ: КОМПАРАТИВІСТИЧНИЙ АНАЛІЗ

This article presents a scholarly and comparative analysis of the training of speech therapy professionals in higher education institutions in the Kingdom of the Netherlands and the Federal Republic of Germany. The study examines bachelor's and master's level curricula in speech therapy and identifies a range of differences and commonalities in how professional competencies are developed among graduates in this field. Although both countries belong to the European Union and employ a three-tier system of education for speech therapists (bachelor’s, master’s, PhD), they adhere to distinct national traditions, educational philosophies, and institutional frameworks. In the Netherlands, speech therapy education is governed by the Law on Higher Education and Scientific Research and guided by the Professional Profile of the logopedist, recognizing it as a paramedical discipline. In contrast, Germany regulates the field through the Law on the Profession of Speech Therapist, acknowledging it as both a medical and pedagogical specialty. The comparative analysis reveals differences in the allocation of ECTS credits, the balance of compulsory and elective components, and the integration of practical training within academic programs. Despite their uniqueness, all educational programs reflect the academic autonomy of higher education institutions. While program content varies significantly, all curricula incorporate clearly defined theoretical and practical modules aimed at equipping students with essential medical, psychological, and pedagogical knowledge and skills. Competence formation in the areas of assessment and intervention for speech, language, and communication disorders is approached differently in each national context; however, both systems exhibit structured, coherent methodologies. Particularly noteworthy is the master’s program at the University of Hanover (Germany), which dedicates 39.1% of total instructional time to targeted theoretical and practical coursework in diagnostics and intervention.