In modern pedagogy not so long ago a new and sonorous term appeared - competence approach in training. What is meant by it?
To begin with, it is necessary to consider whatthe very word "approach"? This term is often used equivalently to the word "method". But, nevertheless, he has a broader understanding. The approach implies the existence of a whole complex of interrelated ideas, principles and methods that contribute to the solution of a specific task. An important role is played by understanding of socio-economic, philosophical and psychological-pedagogical premises. Steps and mechanisms must be clearly worked out to ensure the fulfillment of the set goals.
In pedagogical practice, wide popularityhave received many time-tested approaches and methods. These include traditional approaches that focus on the acquisition of sound knowledge, their systematic, personal orientation of learners and the complex relationship of these approaches. Competence approach refers to modern developments thatentered the teaching practice at the end of the twentieth century. Such are the situation, information and some others. They have not yet reached their completeness and have not received a full scientific justification. Although they find wide enough recognition.
Competence approach first emerged in the 80 years of the last century.In the beginning, it was about the competence of the individual and about the competencies that were to become the goal and result of education. It was understood as "deepening knowledge", "mastering skills" and "ability to use skills." But later the concept grew more and more, and now in pedagogy we are already talking about a holistic approach of this type in education.
Let's take a closer look competence approach in modern vocational education, itsgoals and content. After all, this is not a tribute to the latest fashion, but a reality caused by the socioeconomic and educational prerequisites of recent years, when the market economy itself declared itself in full voice. Now the modern specialist has completely different requirements that were not taken into account in the old training programs. These requirements are not rigidly related to any particular discipline. They are distinguished by their universality, the "above-subject" nature of the acquired knowledge. For their formation, new pedagogical technologies are required rather than new programs. Such requirements in one literature are called "overprofessional", basic qualifications, in the other - key competencies.
Key competencies can be very diverse.They are put forward by life itself. This can be "end-to-end" skills: working on a computer, the ability to search for information, mastering the basic concepts of economics and business, understanding the environment, fluency in foreign languages, the basics of legal knowledge and marketing skills. This includes commercial skills, knowledge of sanitary and medical aspects.
These key competences are, conditionally, the first of two directions that highlights competence approach. It is regarded as the upbringing of the personal qualities of specialists needed for activities in a number of different professions.
Another direction implies the presence ofprofessional skills and skills that have the property of widespread transfer. In both cases, these competences must meet two basic criteria, such as generality and functionality.
Competence approach in higher education implies the formation of specialists without fail:
• knowledge of the basic principles of the functioning of enterprises;
• Possession of the basic legal knowledge base;
• knowledge of the principles of existence in the existing conditions of competition and possible unemployment;
• readiness to change the profession, and, if necessary, the sphere of activity;
• Creativity of thinking;
• communication skills;
• teamwork experience.
Not the last place is a property of a human nature, such as self-awareness and self-esteem.
