FORMATION OF DIAGNOSTIC AND PROGNOSTIC COMPETENCE IN FUTURE SPEECH THERAPISTS OF THE NETHERLANDS AND GERMANY: A COMPARATIVE ANALYSIS
DOI:
https://doi.org/10.35433/pedagogy.3(122).2025.18Keywords:
logopedist (speech therapist), professional practice, diagnostic competence, prognostic competence, competence development, higher education institutionAbstract
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.
References
Hladush, V., Shylonova, V., & Klein, V. (2019). Formuvannia diahnostyko-prohnostychnoi kompetentnosti vypusknyka mahistratury spetsialnoi osvity [Formation of diagnostic and prognostic competence of a graduate of the master's degree in special education]. Naukovo-praktychnyi zhurnal "Ukraina. Zdorovia natsii" – Scientific and practical journal "Ukraine. Health of the nation". Kiyv, № 2 (55), 26-33. Retrieved from: https://doi.org/10.24144/2077-6594.2.2019 [in Ukrainian].
Zhadlenko, I. (2014). Kompetentisnyi pidkhid shchodo profesiinoi pidhotovky maibutnikh vchyteliv-lohopediv u vyshchii shkoli [Competency-based approach to professional training of future speech therapist teachers in higher education.]. Naukovi zapysky Kirovohradskoho derzhavnoho pedahohichnoho universytetu imeni Volodymyra Vynnychenka. Seriia: Pedahohichni nauky – Scientific notes of the Volodymyr Vynnychenko Kirovohrad State Pedagogical University. Series: Pedagogical sciences, vyp. 132, 301-304. Retrieved from: http://nbuv.gov.ua/UJRN/Nz_p_2014_132_80 [in Ukrainian].
Zakon pro profesiiu lohopeda, Nimechchyna (1980, 2009, 2011) [Law on the profession of speech therapist, Germany (1980, 2009, 2011)]. Retrieved from: https://logoallee.de/wp-content/uploads/2022/09/Gesetz-ueber-den-Beruf-des-Logopaeden.pdf https://www.gesetze-im-internet.de/logopg/BJNR005290980.html [in Deutsch].
Zelinska-Liubchenko, K., & Moroz, L. (2021). Osoblyvosti praktychnoi pidhotovky studentiv-lohopediv Sumskoho derzhavnoho pedahohichnoho universytetu imeni A.S. Makarenka v medychnykh zakladakh ta inkliuzyvno-resursnykh tsentrakh [Peculiarities of practical training of speech therapist students of Sumy State Pedagogical University named after A.S. Makarenko in medical institutions and inclusive resource centers]. Aktualni pytannia korektsiinoi osvity (pedahohichni nauky) – Current issues of correctional education (pedagogical sciences): zb. nauk. prats. Kamianets-Podilskyi: Vydavets Kovalchuk O.V., № 18, 46-58.Retrieved from: https://doi.org/10.32626/2413-2578.2021-18.46-58 [in Ukrainian].
Lastochkina, O., Lytvynenko, V., & Buhaienko, T. (2020). Aktualni pytannia profesiinoi pidhotovky [Current issues of professional training]. Pedahohika – Pedagogy, vyp. 32, t. 2, 146-151. Retrieved from: https://doi.org/10.24919/2308-4863.2/32.214688 [in Ukrainian].
Kuzenko, O. (2018). Formuvannia fakhovoi kompetentnosti maibutnikh uchyteliv-lohopediv v protsesi profesiinoi pidhotovky [Formation of professional competence of future speech therapist teachers in the process of professional training]. Osvitnii prostir Ukrainy – Educational Space of Ukraine, № 14, 88-96. Retrieved from: https://doi.org/10.15330/esu.14.88-96 [in Ukrainian].
Martynchuk, O.V. (2015). Zmist i struktura profesiinykh kompetentnostei maibutnoho vchytelia-lohopeda [Content and structure of professional competences of a future speech therapist teacher]. Pedahohichna osvita: Teoriia i praktyka. Psykholohiia. Pedahohika – Pedagogical education: Theory and practice. Psychology. Pedagogy, № 24, 77-83 [in Ukrainian].
Martynchuk, O.V. (2018). Pidhotovka fakhivtsiv zi spetsialnoi osvity do profesiinoi diialnosti v inkliuzyvnomu osvitnomu seredovyshchi [Training of special education specialists for professional activity in an inclusive educational environment]: monohrafiia. Kyiv: Tsentr uchbovoi literatury, 430 [in Ukrainian].
Melnichenko, T.V. (2013). Vstup do spetsialnosti: lohopediia [Introduction to the specialty: speech therapy]: navch.-metod. posib. Kyiv: Kyiv. un-t im. B. Hrinchenka, 184 [in Ukrainian].
Moroz, L., Stakhova, L., Kravchenko, A., & Zelinska-Liubchenko, K. (2020). Suchasni problemy ta perspektyvy profesiinoi pidhotovky maibutnikh uchyteliv-lohopediv [Current problems and prospects of professional training of future speech therapist teachers]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii – Pedagogical sciences: theory, history, innovative technologies. SumDPU im. A.S. Makarenka, № 10 (104), 167-176. Retrieved from: https://doi.org/10.24139/2312-5993/2020.10/167-176 [in Ukrainian].
Osvitnia prohrama mahisterskoi studii "Patolohiia movy ta movlennia". Radboud Universitei. [Educational program of the master's study "Speech and Speech Pathology". Radboud University]. Retrieved from: https://www.ru.nl/opleidingen/masters/taal-en-spraakpathologie/studieprogramma-taal-en-spraakpathologie [in Nederlands].
Osvitnia prohrama bakalavra lohopedii Universytet prykladnykh nauk. Khilversum. Niderlandy [Bachelor's degree program in speech therapy. University of Applied Sciences. Khilversum. Netherlands]. Retrieved from: https://www.proeducation.nl/opleidingen-en-cursussen/logopedie/hbo-programmas.html [in Nederlands].
Osvitnia prohrama bakalavra lohopedii. Universytet prykladnykh nauk. Rotterdam. Niderlandy [Bachelor of Speech Therapy Education Program. University of Applied Sciences. Rotterdam. Netherlands]. Retrieved from: https://www.hogeschoolrotterdam.nl/opleidingen/bachelor/logopedie/voltijd/ [in Nederlands].
Nechyporenko, V.V. (2013). Teoretychni i metodychni zasady navchalno-reabilitatsiinoi diialnosti spetsialnoho zakladu yak vidkrytoi sotsialno-osvitnoi systemy [Theoretical and methodological principles of educational and rehabilitation activities of a special institution as an open social and educational system]. Extended abstract of Doctor`s thesis. Kyiv, 44 [in Ukrainian].
Pakhomova, N.H. (2017). Diahnostyko-korektsiinyi konsaltynh v systemi pidhotovky fakhivtsia do roboty v umovakh inkliuzii [Diagnostic and correctional consulting in the system of training a specialist to work in inclusion]. Materialy Vseukrainskoi (zaochnoi) naukovo-praktychnoi konferentsii. Spetsialna osvita stan ta perspektyvy – Materials of the All-Ukrainian (correspondence) scientific and practical conference. Special education status and prospects, 374-377 [in Ukrainian].
Pinchuk, Yu.V. (2005). Systema profesiinoi kompetentnosti vchytelia-lohopeda [System of professional competence of a speech therapist teacher]: Extended abstract of candidate`s thesis. Kyiv, 30 [in Ukrainian].
Prohrama pidhotovky mahistra spetsialnoi osvity ta reabilitatsiinykh nauk. Nimechchyna [Program for the preparation of a master's degree in special education and rehabilitation sciences. Germany]. Retrieved from: https://www.eh-freiburg.de/master-bildung-und-erziehung-im-kindesalter/?gad_source=1&gad_campaignid=23321886230&gbraid=0AAAAA-YUGdvMNnDXuDZ8NbZbCdvFLS7GX&gclid=Cj0KCQiArt_JBhCTARIsADQZaynNinkocEk28w4xL1YmZf2HQmtqzTrYp_--rTCxNLZRUZfO0rafdB0aApoLEALw_wcB [in Deutsch].
Prohrama pidhotovky bakalavra za spetsialnistiu "Osvita dlia liudei z osoblyvymy potrebamy" (Bachelor So). Hanoversyi universytet Leibnytsia. Nimechchyna [Bachelor's degree program in Special Needs Education (Bachelor So). Hanover University Leibniz. Germany]. Retrieved from: Deutsch im Bachelorstudiengang Sonderpädagogik (Bachelor of Arts) – Leibniz Universität Hannover [in Deutsch].
Prohrama pidhotovky bakalavra za spetsialnistiu "Osvita v haluzi okhorony zdorovia – terapiia" (Bachelor So). Miunsterskyi universytet. Nimechchyna [Bachelor's degree programme for the specialty "Education in the field of health care – therapy" (Bachelor So). University of Münster. Germany]. Retrieved from: https://www.master-and-more.de/nc/mastersuche/detailansicht/profil/studiengang/therapie-foerderung-betreuung-clinical-casework-psychosoziale-hilfen-fuer-gesundheitlich-gefaehrdete-erkrankte-und-behinderte-menschen-99000054681/ [in Deutsch].
Profesiinyi profil lohopeda, 2023. Niderlandy [Profesiinyi profil lohopeda, 2023. Netherlands]. Het Opleidingsprofiel – Landelijk Overleg Opleidingen Logopedie. Retrieved from: https://nvlf.nl/app/uploads/2024/02/NVLF_Beroepsprofiel_Logopedist_2023-1.pdf [in Nederlands].
Profesiinyi standart na hrupu profesii "Vchytel-lohoped", "Lohoped" [Profesiinyi standart na hrupu profesii "Vchytel-lohoped", "Lohoped"]. (2024). Retrieved from: https://register.nqa.gov.ua/uploads/0/658-profesijnij_standart.pdf [in Ukrainian].
Tsymbal-Slatvinska, S. (2019). Tendentsii profesiinoi pidhotovky maibutnikh lohopediv v umovakh informatsiinoho osvitnoho seredovyshcha zakladiv vyshchoi osvity [Tendencies of professional development of future lecturers in the conditions of information education in higher education institutions]. Innovatyka u vykhovanni – Innovation in education, № 10, 257-269. Retrieved from: https://doi.org/10.35619/iiu.v1i10.193 [in Ukrainian].
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).
ISSN 
