Professional development of scientific and pedagogical employees of universities of Ukraine: features of organization of assessing

У статті проаналізовано нормативно-правову базу щодо професійного розвитку та атестації науково-педагогічних працівників в Україні. Здійснено порівняння нормативних вимог до атестації здобувачів наукових ступенів, атестації здобувачів вчених звань, атестації за результатами підвищення кваліфікації. З’ясовано, що наукові ступені та вчені звання фактично є основними нормативно визначеними критеріями оцінювання професійного розвитку науково-педагогічних працівників. На основі аналізу нормативно-правових актів виявлено особливості в процесі організації оцінювання професійного розвитку науково-педагогічних працівників університетів України. Визначено перспективи подальших наукових досліджень у цьому напрямі.In the article was analysed the legal framework for professional development and certification of scientific and pedagogical employees in Ukraine. Comparison of the regulatory requirements for certification of applicants for scientific degrees, certification of applicants for academic titles, certification based on the results of advanced training was conducted. Ascertained, that scientific degrees and academic titles are in fact the main framework criteria for assessing the professional development of scientific and pedagogical employees. On the basis of the analysis of the legal framework for the peculiarities in the process of organization of assessing of professional development of scientific and pedagogical employees of the universities of Ukraine was revealed (the presence of basic (higher degree – Doctor of Philosophy, Doctor of Science; academic titles – senior researcher, associate professor, professor) and additional (documents on completion of advanced training (courses, trainings, seminars, internships, etc.) criteria a for assessing professional development; lack of criteria for assessing the level of professional development acquired as a result of self-education (self-development) and professional activity; the lack of licensed institutions to enhance the professional competence of scientific and pedagogical employees; the focus of the process of certification of scientific and pedagogical employees for obtaining scientific degrees or academic titles is mainly on the assessing of the results of their scientific and scientific-organizational activity (and educational, methodical, educational-organizational activities remain without the attention of the certification bodies); difference in the prerequisites for assigning academic titles to different categories of titles candidates). Prospects for further scientific research in this direction have been determined