Scientific electronic library. Communicative competence of the individual When performing professionally oriented tasks, the
EMOTIONAL COMPETENCE OF THE PERSON
AS A SUBJECT OF RESEARCH
Frantsuzova O.E.
Tambov State University named after G.R. Derzhavin
With all the importance of the cognitive development of a person, his harmonious formation is impossible without an emotional attitude to the environment in accordance with the values, ideals and norms of society. Emotions - a special class of mental processes and states associated with instincts, needs, motives, reflecting in the form of direct experience the significance of phenomena and situations affecting the individual for the implementation of his life.
An important function of emotions is the regulation of human behavior. S.L. Rubinstein emphasized that without emotions, not a single active step, not a single decision is inconceivable. Whatever events and conditions determine a person's life, all his specific actions and deeds are performed under the influence of those internal, psychologically effective emotional phenomena that arose, refracted and strengthened under the influence of the environment. One of the main functions of emotions is that with their help we can better understand each other, and, without using speech, judge the states of another person. People can recognize each other's emotional states, regardless of cultures, nationalities, and other differences.
At present, in psychology, such a concept as "emotional intelligence" is being actively used, understood as the totality of a person's intellectual abilities to perceive, evaluate and understand their own and other people's emotions, the ability to manage them. Or in other words, it is a person's ability to operate with emotional information, that is, the one that we receive or transmit with the help of emotions. Emotionally intelligent people can manage themselves well and interact effectively with others.
What is fundamentally new in the concept of "emotional intelligence"? The answer can be partially found in the combination of the words "emotional" and "intelligence". It implies: both the ability to immerse yourself in your emotions in order to realize and feel them, and the need to rationally analyze emotions and make decisions based on this analysis. Emotions carry a significant layer of information, using which a person can act much more effectively.
Practice shows that those who are able to pull themselves together at a critical moment and not succumb to anger, irritation or despondency achieve the greatest success in life. Interestingly, if a person has developed such qualities, then they apply to all life situations, and not just to the area related to work.
The American psychologist D. Goleman emphasized that emotional intelligence plays an important role in the development of a person's personality, and proposed the term - EQ (emotional indicator of intelligence - EQ coefficient). The scientist explained that control over one's own emotions and the ability to correctly perceive other people's feelings characterize intelligence more accurately than the ability to think logically.
EQ is a special parameter that is not related to the "emotionality" of someone in the usual context. An emotional temperamental person may well have a low EQ, which is associated with his inability to recognize his emotions and manage them. At the same time, a calm, balanced person can demonstrate a high level of emotional intelligence.
According to the results of research by American psychologists Mayer and Salovey, "people with a high level of EQ are capable of faster progress in certain areas and more efficient use of their abilities." Although emotions and intelligence are usually opposed, in fact they are interconnected, intertwined and very often closely interact. And the success of a person in many areas of life directly depends on the success of this interaction.
Personal and professional growth of a modern teacher is impossible without self-knowledge, which is closely related to emotional experiences. Managing one's own emotions and understanding the emotions of others are the most important qualities necessary for successful pedagogical interaction. Emotional intelligence allows the teacher to treat each student as a whole person with their own feelings, opinions, ideas, needs, abilities and dreams. It is emotional intelligence that helps the teacher develop and maintain a high self-esteem of each student, as well as create an atmosphere of trust and respect.
Closely related to the concept of emotional intelligence is the concept of Emsocial competence, which is based on it. A certain level of emotional intelligence is necessary to train a future teacher in specific competencies related to emotions. For example, the ability to clearly recognize how another person (the student) is feeling provides an opportunity to develop competencies such as the ability to influence and motivate other people. People who are better able to manage their emotions develop competencies such as initiative and the ability to work in a crisis more easily. It is the analysis of emotional competencies that is necessary to predict success in practical activities. Thus, it can be stated that if emotional intelligence is an ability, then emotional competence is rather a skill that can and should be formed and developed.
The problem of emotional competence is one of the most important psychological and pedagogical problems relevant for the personal and professional development of a modern teacher. Emotional Competence- this is the ability to be aware of one's emotions and the emotions of a communication partner, analyze them and manage them, in order to choose the most effective behavior in a particular situation.
Developed skills of emotional competence allow the teacher to consider their emotions and the emotions of the trainees as a managerial resource and, due to this, to increase the efficiency of their activities.
It is possible to identify the main components of emotional competence :
relationship skills.
self-awareness;
self-control
self-awareness is the main element of emotional competence. A person with a high degree of self-awareness knows his strengths and weaknesses and knows how to be aware of his emotions. Self-awareness means a deep understanding of yourself, your needs and motivations.
self control is a consequence of self-consciousness. A person who is characterized by this trait not only “knew himself”, but also learned to control himself and his emotions. After all, despite the fact that our emotions are driven by biological impulses, we may well control them. Self-regulation is an important component of emotional competence. It allows people not to be "prisoners of their feelings." Such people will always be able not only to curb their own emotions, but also to direct them in a useful direction.
If the first two components of emotional competence are self-management skills, then the next two - empathy and sociability (relationship skills) - refer to a person's ability to manage relationships with others.
Successful interaction with other people is impossible without empathy. This is the ability to put oneself in the place of another, to take into account the feelings and emotions of other people in the decision-making process.
Sociability- the ability is not so simple, because it is not just friendliness, but friendliness with a specific goal: to move people in the direction desired by the person. This is the ability to build relationships with other people in a way that is beneficial to both parties.
Developed emotional competence is the most important quality of a good teacher or leader. If a person has a high IQ, but his EQ is very low, he is unlikely to be a successful teacher or manager. After all, the work of a teacher or leader consists of communication, the success of which directly depends on the coefficient of emotional intelligence, on which emotional competence is based.
Research data in the US and Europe in the field of emotional competence suggests that managing emotions is a skill that can be acquired and developed throughout a person's life! Recognizing your emotions is the first step in developing EQ. Often a person finds it difficult to describe in words the feelings that he experiences. There are hundreds of emotions, each with many levels of intensity, so being emotionally aware is not an easy task. The more clearly a person learns to define each of his emotions, the wider the possibilities for managing his own behavior will be.
The development of this competence is a difficult job, but it is this work that gives the greatest results, it is it that increases personal effectiveness. Tools for the development of emotional competence are books, trainings, coaching. But it is also worth remembering that high rates of emotional flexibility will never replace either professional competence or the ability to weigh all the pros and cons and draw objective conclusions. According to M. Reynolds, "the development of emotional competence makes a person more professional, and a professional more humane."
Thus, much attention is paid to the problem of the emotional competence of the individual, both from the side of psychology and from the side of pedagogy, since at present the importance of this competence, especially in education, is increasing significantly.
Literature
1. Rubinshtein S.L. Psychology of a mentally retarded student. M., 1986.
2. Goleman D. Emotional intelligence. M., 2009.
4. Reynolds M. Coaching: emotional competence. M., 2003.
Competence means thorough knowledge in any area. Competent person- this is a knowledgeable, well-informed person about something, that is, competence is usually associated with the qualifications of a specialist who has comprehensive knowledge in any professional field.
However, there are areas in which many consider themselves competent without any training, such as sports, medicine, pedagogy, theater, politics. Indeed, there is sometimes enough worldly wisdom and experience, but this does not mean that a person who has shown ingenuity is socially and psychologically competent. This is explained by the fact that socio-psychological competence is primarily a scientific category.
The socio-psychological competence of a person is a special knowledge about society, politics, economics, culture, etc. In other words, socio-psychological competence in its content resembles what was once called a worldview. It allows a person to navigate in any social situation, make the right decisions and achieve their goals.
The antipode of socio-psychological competence is incompetence, illiteracy, ignorance, superstition, mysticism, fantasy out of touch with life.
Socio-psychological competence is a multidimensional phenomenon. It consists of communicative, perceptual (cognitive) competence and knowledge in the field of interaction, behavior.
Communicative competence, according to Professor L.A.Petrovskaya, has a double meaning - it is both an empathic property (empathy), and knowledge about the ways of orientation in various situations, fluency in verbal and non-verbal means of communication. Perceptual competence means the degree of conformity of the formed pictures of the world, stereotypes, images with scientific pictures of the world. Competence in the field of interaction is reduced to knowledge about the nature of social influences.
Of particular importance for socio-psychological competence is empathy, which affects the cognitive sphere, the depth of penetration into the situation, and identification. At the same time, socio-psychological competence manifests itself at different levels: the macro level (politics, the activities of the upper echelons of power); middle level (social institutions and communities); micro level (interpersonal communication).
Socio-psychological competence is divided into two types: worldly And professional.
Zhiteiskaya socio-psychological competence is the result of socialization, i.e. adaptation to specific conditions. To be on top in matters of communication, knowledge makes life. Socio-psychological competence in a normal society is beneficial, because a smile, a polite manner of address, and a culture of communication are so valued.
Everyday socio-psychological competence is based on everyday pictures of the world, stereotypes, artistic images, long-term observations, folk experience, knowledge in a particular area. It is called folk wisdom, which has been expressed in mythology, folklore, proverbs, sayings, traditions, customs, way of life, observations in the form of signs, in other words - in the mentality.
For example, there was such a custom as matchmaking. Long before there was a dating service that used information banks about potential marriage candidates, people did a pretty good job of choosing a bride or groom. To avoid mistakes, the selection was made on the basis of a thorough study of the candidate and his numerous relatives. Here we can talk about a kind of longitudinal (long-term and systematic) study, a longitudinal section using methods: biographical, generalization of independent characteristics, observation. Of course, this custom cannot be idealized, but there is a rational grain in it. It is more effective than street dating.
Often, prejudice (superstition), special psychological abilities, on which all sorts of charlatans (ventriloquists, fortune tellers and clairvoyants) speculate, influence socio-psychological competence.
Modern everyday socio-psychological competence is associated with the need to adapt to market relations. It is based on a reassessment of value orientations: the emphasis is not on collective responsibility and lifestyle, but on an individualistic way of life, one's own capabilities, and an internal locus of control.
If modern everyday socio-psychological competence in a normal society is based primarily on knowledge of the laws, then the opposite is observed during the transition from a totalitarian state to a democratic one. In this case, the ability to circumvent the law is valued.
Everyday socio-psychological competence is manifested in various areas: family (in the form of a kind of science of “getting along”), services (circle of connections), in public places (transport, discos, stadiums, clubs, theaters), in interethnic relations, etc. However, in these areas, antipodes of socio-psychological competence are often observed. So, in the service sector, politeness and attention are shown only in relation to the right people, and to everyone else - indifference, in public places instead of goodwill - aggression, shamelessness, respect - only in relation to the authorities, and in relation to the rest - rudeness.
professional socio-psychological competence is made up of scientific pictures of the world and knowledge in the field of communication.
Socio-psychological competence is of particular importance for representatives of power structures, stage workers (actors, readers, etc.), social workers, diplomats, teachers, psychologists and doctors, employees of special services and law enforcement agencies, service workers, managers and entrepreneurs.
These specialists, as a rule, have appropriate training and deep knowledge in the field of business communication (the ability to establish contact, negotiate); patterns of perception and knowledge of each other by people based on appearance, behavioral symptoms, visual diagnostics; mental impact.
Such people are good physiognomists, they know how to contact not by chance. They, using the possibilities of transactional analysis, skillfully disguise their behavior, win friends not only according to D. Carnegie, but also with the help of other methods that are quite fully covered in the literature.
Considering socio-psychological competence, it is impossible not to say about caste and professional-criminal competence. The first is knowledge of a specific system of etiquette communication in closed communities: the political elite, aristocratic circles, Masonic lodges. It uses its own language, based on special norms, understandable to a narrow circle of people. The second speaks of the presence of knowledge used by criminals to commit illegal acts. In this regard, the so-called socio-psychological competence of fraudsters should be noted. Representatives of this criminal qualification have the knowledge and ability to "work" on trust, i.e. gain confidence in people and commit thefts and scams.
Particularly high demands are placed on the level of socio-psychological competence of government officials - a system of knowledge that allows taking into account the consequences of decisions made and influencing the course of events from the standpoint of respect for human rights and ensuring national interests. If we analyze the competence of government representatives from this point of view, the results are not encouraging. Still very often there are cases of irresponsible statements, forecasts, promises accepted without serious justification and scientific forecasting, for example, in the field of government, economics, national security, and ecology.
Socio-psychological competence is associated with ethical problems, as it is based on thorough knowledge of the technique of mastering "role masks" that allow a person to hide his true face, lead a double life, play tricky games, engage in intrigues, and even go underground. In some cases, this is justified by the need to perform official functions, for example, the activities of diplomats, intelligence officers, actors; in others, situations that deny straightforwardness and require "holy lies." Often, socio-psychological competence is associated with the "Taleyrand syndrome" and is used as a tool of intrigue and treachery.
Socio-psychological competence is determined by the following factors:
- individual characteristics (in this case, the type of personality plays an important role, in particular, whether it is intro- or extraverted, autistic or non-autistic, as well as its intellect);
- mental states (asthenic and sthenic) and typical moods;
- the effectiveness of socialization (for example, a violation of socialization leads to emotional deafness, complexes, aggressiveness);
- the influence of cultural differences;
- special socio-psychological training.
One of the factors that have a significant impact on socio-psychological competence, and therefore it should be discussed separately, is the cognitive complexity of the individual. There are cognitively simple and cognitively complex people. Cognitive simplicity is based on a one-dimensional perception of the world: either in black or white light without halftones and shades. A cognitively simple personality divides people into “us” and “them”: whoever is not with us is against us. A cognitively complex personality perceives the world in all its diversity and has a positive effect on socio-psychological competence.
The study of characteristics, the analysis of personnel certification show that many people are still far from cognitive complexity (this can be judged, for example, by their position towards entrepreneurs and farmers). Meanwhile, the ongoing social changes make it necessary to learn business communication in order to be competent in a socio-psychological sense. Such a need exists not only among businessmen, managers, but also among many other people.
Today, almost no one can do without socio-psychological competence.
THEORETICAL STUDIES
UDC 130.3:316.6:378 BBK С53
SOCIAL COMPETENCE OF A PERSON: ESSENCE, STRUCTURE, CRITERIA AND SIGNIFICANCE
S. Z. Goncharov
Key words: competence, social competence, culture, cultural capital, humanitarian education, spirituality, values, creativity, personality.
Summary: The social competence of a person is an integrative social quality of a person, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, a subjective ability to self-determination, self-government and rule-making; the ability to implement social technologies in the main areas of life (in the system of social institutions, norms and relations) in accordance with the proper level of culture, morality and law.
The issue of social competence is relevant due to a number of circumstances of a general and particular nature. With the growing influence of human capital, the importance of education and training of specialists increases. The educational policy of Russia, noted in the Concept for the Modernization of Russian Education for the Period up to 2010, takes into account not only national interests, but also general trends in world development that affect the education system, in particular:
Expansion of opportunities for political and social choice, which makes it necessary to increase the level of readiness of citizens for such a choice;
A significant expansion of the scale of intercultural interaction, in connection with which the factors of sociability and tolerance are of particular importance;
The increasing role of human capital, which in developed countries makes up 70-80% of national wealth, which, in turn, determines the intensive, outstripping development of education for both youth and adults.
The ability for political and social choice, communication skills and tolerance, advancing the development of education presuppose the social competence of the individual. But, from a theoretical point of view, the main thing, in our opinion, is the concept of human capital.
"Capital" in Latin means "main". In economics, capital is understood as a certain economic relation, expressed as a self-increasing value based on production through circulation: that is, capital is understood in a purely material form, behind which the human dimension is hidden. The human content of capital after Marx was rediscovered by specialists in cultural anthropology and ethnology, exploring the formation of society in its purest form using the example of archaic societies that do not know market relations. They introduced the concept of collective symbolic capital and proved that actually human connections form a human society. Such a society is formed on the basis of the spiritual property of people - "those values that unite them without coercion and which they are ready to defend together"; collective memory, the actions of heroes as models, as well as habitus as "a way of harmonizing human practices with the precepts of collective memory, which have become a cultural norm, on the one hand, and collective goals and projects, on the other" . A. S. Panarin very accurately defined symbolic capital as “socially mobilized spirituality, acting as an instrument of human social cohesion” . Human capital is a living, personal or subjective being of symbolic capital in the form of culturally developed human productive forces, thanks to which people begin to produce as people - to produce not just cement, steel or profit, but to culturally reproduce the fullness of their lives in all the richness of human subjectivity. Within the framework of such a “cultural economy”, behind the external relation to the “other” (object), the subject sees an internal relation to himself, to human productive and creative forces that are imprinted in the object. “A person does not lose himself in his object only if this object becomes for him a human object or an objectified person. This is possible only when this object becomes a social object for him, he himself becomes a social being for himself, and society becomes for him the essence in this object. Therefore, “man is a self-directed (seb&gvuh) being. His eye, his ear, etc., are self-directed; each of his essential forces possesses in him the property of self-striving. The relation to the other is the point of view of the consciousness still captured by the object. Attitude towards oneself is the position of self-consciousness that does not lose itself in the subject. For capital like
real category of the economy (D - T - D"), cultural (symbolic) capital is hidden as a category of cultural anthropology, expressing human connection and human community. Just as industry, the entire objective world of wealth is an "open book" of human essential forces, their objective expression In our opinion, the way out of the impasse of total objectification (from the word - thing) and capitalization is the orientation of education towards cultural capital as well.
Secondly, social systems are "sensory-supersensory". Sensory perception is given only the external, objectively fixed side of this reality. Its essence in the form of relations between people is not given to perception. For relations are comprehended "only in ideas", by the power of abstraction. Perception deals only with the bearers of relations. Thus, the state is the organized common will of citizens, represented in the authorities and citizens. Such a will is the substance of the state, and neither "microscope" nor "chemical reagents" will help in its understanding. Here you need the proper power of thinking, which is brought up over the years. Moreover, social reality is reflected within itself, has a “being-for-itself”, i.e., it functions through the guiding and regulatory function of consciousness, which requires holistic and reflective thinking, social competence as a whole for orientation in such a reality.
Thirdly, the one-sidedness of the training of specialists lies in the fact that the emphasis is on the relationship "man - profession" and "man - technology". At the same time, the decisive role of the “man-man” relationship, which is also important in non-professional areas of people's life, is missed.
Fourth, the public consciousness in Russia is characterized by insufficient clarity in understanding the phenomenon of engineering and technology. They are usually reduced to the material principle. Technology is an artificial organ of the human will for the realization of goals. Technology is a system of "people - technology", taken in an operational-procedural state, as an operational field, where actual operations occurring in time and operations objectified in space interact. For man, technology is not something else, but "his other." Technology expresses the active relationship of people to each other and to nature. Technique, like technology, is material (for processing nature), social (for processing people by people) and intellectual (for processing meanings, ideal reality). Social technology (social organizations), in contrast to material, is non-material, it is created from relations between people, from the coordination and subordination of such relations, and is represented in the minds of people by an appropriate system.
values. It cannot be perceived by the external senses. For example, the state is an organization of the common will of citizens for a common life. This general will is regulated by the Constitution and the whole subsequent system of law. As such, the state is a system of relations between people, guided by the duties and rights of citizens, officials; it is supersensible and is comprehended only by consciousness. Buildings, equipment, official uniforms are only the outward expression of normatively organized relations between citizens. The state can function if the citizens consciously act according to their duties and rights; it is "strongly conscious" of the people, voluntary loyalty, obedience to the law of citizens. Therefore, it "does not exist in animals" (Aristotle). Intellectual technology (all methods of spiritual labor) is the highest level of technology. Since only representatives of spiritual labor develop social and intellectual technology, only they are able to appropriate it and establish their monopoly on it - on managing the entire social life process, on education, science, art, justice, etc. By virtue of such a monopoly, a significant part of people act not the subject, but the object of social processes. In order to weaken this trend, it is advisable to implement universal higher education with proper humanitarian and social training of specialists. Social technology is immeasurably more complicated than material technology. The life of a person is connected, first of all, with this specific technique. And in order to be a subject in the system of social relations and norms, organization and management, citizens must have proper humanitarian and social training. Such training is technologically necessary for every citizen, regardless of his profession. The question arises not only about professional, but also about social competence. Fifth, as evidenced by the experience of economic contract work with enterprises, representatives of the latter note a number of shortcomings in young workers. This is an undeveloped ability for self-determination, independent choice and decision-making, the inability to evaluate one's actions from the standpoint of a common cause and social irresponsibility; vague understanding of the need to perform production duties with high quality, weak communication in business communication about common interests, inability to cooperate with the efforts of others in solving common problems, focusing on personal interests with indifference to the common cause, simplified and underestimated claims. These shortcomings make themselves felt to an even greater extent outside of professional activity - in the areas of personal and civic life. These shortcomings can be reduced to one diagnosis - the uncertainty of value consciousness, abstract social knowledge, indistinct
twisted subjective qualities and the lack of proper skills to implement social technologies in the personal, civil and professional spheres of life. The noted circumstances determine the relevance of educating social competence.
The concept of social competence
The Latin term "compete" means "know", "be able", "achieve", "correspond" (4, p. 256; 6, p. 146). The terms "competence" and "competence" were usually associated with law. Competence is understood as the powers, duties and rights granted by law, other regulatory act to a state body or official, and competence is the correspondence of the abilities and skills of the subject to exercise competence. Competence is a form of power permitted by law. Competence is the real quality of the subject, which he can possess even without competence. The complication and specialization of social institutions and relations required the expansion of the concept of competence in relation to other professions. It turned out that competence is important in the professional activities of a teacher, doctor, manager, etc. Professional competence means the correspondence of the knowledge, abilities and skills of an employee to his professional and official duties and rights. But an employee outside his profession also has other social statuses, depending on belonging to a particular community, be it family, a circle of relatives and friends, public organizations, citizenship, a nation, etc. Such statuses are important for an individual no less than a profession. There is a need for a concept that would fix the correspondence of the values and knowledge, abilities and skills of the subject to his real social status, according to the proper level of culture, morality and law. The metaphor “social maturity” acted as the sought-for concept. There is reason to clarify the desired concept as social competence. The judgment “a good person is not a profession” expresses the attitude of an obsolete technogenic civilization, in which people reproduce themselves within the limits of material-technological parameters and live a partial life (chained to the “wheelbarrow of the profession”) at the cost of losing its completeness and integrity. K. Marx qualified such an attitude as the fruit of "professional cretinism."
The social competence of a person is an integrative social quality of a person, which includes a clear value understanding of social reality, specific social knowledge as a guide to action, a subjective ability for self-determination, self-government and rule-making; ability to implement social technologies
in the main spheres of life (in the system of social institutions, norms and relations) according to the proper level of culture, morality and law.
Structure of social competence
The structure of social competence is understood as its main components and various content levels. Social competence contains the following structural components: axiological - in the form of a hierarchy of the main life values; epistemological - correct social knowledge necessary for a person to interact with himself (self-education, self-development), with other people for the optimal solution of socially significant tasks; such knowledge presupposes methodological, categorical, reflective and projective thinking; such thinking operates with systemic connections of the whole, which allows the subject to solve social problems fundamentally, in a general way, and vary the general solution in a variety of ways in relation to changing particular situations; subjective - readiness for self-determination and self-government, initiative and rule-making, the ability to independently generate new causal series in social reality and be responsible for what is accepted and done; praxeological (technological), meaning the ability to implement humanitarian and social technologies and communications in the system of social norms, institutions and relations.
These components are correlated as follows: values and knowledge act as guiding, regulatory and control functions and directly focus on certain actions (the subject knows what to do according to values and knowledge); subjective qualities constitute the personal basis of social competence; the praxeological component is resultant - the effectiveness of the operational-practical inclusion of the subject in social reality depends on it.
Social competence is an operationally formalized social (life, existential) personality methodology. It is not information that is decisive, but the methodology in the field of values and knowledge, anthropology and sociology. Its distinctive feature is the synthesis of values and technologies. In the structure of the personality, this competence occupies the middle level, linking the upper, spiritual and theoretical, with the lower, practical and functional, directly serving everyday life. Without the middle level, the upper level will become abstract, cut off from social reality, and the lower level will become value-blind and methodologically blind. Social competence is not associated with dreams, but with action, with the translation of values.
stei and knowledge in the volitional process of self-determination and practical action. Therefore, in this competence, will is of particular importance, that is, the ability of the subject to determine himself for action according to values and knowledge. The mind proposes, but the will affirms. Possession of methodology is inherent in thinking, which is not completely absorbed by an external object, but makes its actions an object and becomes self-directed. Reflective thinking allows the subject to move away from the learned content, look at it from the outside, transform it into a project of new options for action and communication. Social competence is inherent in the subject, which is the “for-itself-being” of sociality, i.e., sociality directed at itself, self-directed, self-designed.
In the content of social competence, one can distinguish various contents associated with its three levels: individual-personal, social and life-futurological. This is, firstly, the content associated with the bodily, mental and spiritual life of a person. It includes the ability to independently build a hierarchy of values, to think conclusively, consistently and systematically, to master the technique of expressing thoughts, mental self-management, mastery of health technologies, and psychosexual literacy. Such content includes, in general, personally developing technologies that support and develop the bodily, mental and spiritual forces of a person. This, secondly, is the content associated with the existence of a person in the social life process, in the system of social institutions, norms and relations. Such content is transsubjective, supra-individual, it implies an understanding of the uniqueness of social reality, the purpose of social institutions, the main spheres of society, the value foundations of being a person, family, team, Motherland, law and state, politics and economy, labor and property, profession and specialty. ; the ability to implement communicative, economic, legal and other technologies in civilian life. If the content of the first level is connected with internal experience, then the content of the second level is connected with external experience. This, thirdly, is the content that is determined by the unfolding of a person's life in time: the subject's ability to design a scenario of his own life and plan his life path. A person “writes” his life immediately on a “clean copy”. The irreversibility of the life process is dramatic. The content of the life-futurological level includes knowledge about the features, advantages and disadvantages of the main periods of human life. It allows a young person to understand his socio-anthropological “coordinates” and his capabilities, to combine values and knowledge into the project of his life, to inform them of a semantic life orientation and to realize himself as a responsible person.
the creator of one’s own destiny, to understand one’s life in dynamics, and not as a static stay in carelessness in the care of elders.
Criteria and empirical indicators of social competence can be represented, according to its four structural components, as follows.
1. Value self-awareness of the individual. It is found in her ability to express chosen values in concepts, to justify them, to evaluate events from the standpoint of such values, to determine in concepts the value bases of being a person, a collective, the Motherland, the state, labor, property, etc., her social status; express in terms of their cultural and other self-identification; in formalized goal-setting, in the social orientation of behavior, in the dominant elements of the way of life.
2. Specific social knowledge manifests itself in methodological, categorical, reflexive, projective and constructive (operational feasibility) thinking, in the ability to understand the unity in the diverse, the universal in the particular, to solve social problems in a general way and to vary solutions in relation to specific circumstances.
3. Subjective qualities are manifested in the ability of a person to self-determine in acts of thinking, will, faith and feelings; in moral, political, professional and other respects; independently make choices, make decisions, bear personal responsibility for what is accepted and done, creatively model new socially significant options for action and communication; in self-government, amateur performance, self-education. The final indicator of subjectivity is the independence of the individual.
4. The praxeological component of social competence is expressed in the possession of life techniques in the spheres of personal, civil and professional life, in organization and technological constructiveness, in effective productivity per unit of time.
The final indicator of social competence is social synergy - the ability of a person to coordinate personal and general interests, corporate-professional and state, to cooperate with personal efforts with the efforts of others, to cooperate, to work in a team.
Social incompetence is a discrepancy between the values and knowledge, abilities and skills of a person with his real social status, level of culture, morality and law; it manifests itself as value promiscuity and omnivorousness, indifference to the life of the collective, the state, the country; inability to create a common cause that is important for the people, lack of independence, thoughtless performance due to the fading of the ability to self-determination, existence primarily as an object of social processes
owls; in general, as an inability to use those social opportunities that are objectively available. At the same time, a person turns out to be subjectively not at the height of their realization. In such a person his social nature is not awakened.
Social Competence as a Final Result of Liberal Education
The term "humanitarian education" literally means the formation of the human in a person, his generic, general cultural abilities that organize all the special manifestations of a person as an individual, specialist, citizen, etc. General abilities are modified into special ones - into professional skills to competently implement those or other technologies according to the specialty. Humanitarian education is related to professional education as universal content is to special. Developed general abilities create "starting" advantages in independent life - in the spheres of professional and non-professional.
The human in man is represented by culture, the world of perfect samples of human subjectivity. The development of universal abilities is carried out through the assimilation of culture, more precisely, those productive and creative forces that are embodied and imprinted in culture as the abilities of its creators, whether it be theoretical thinking, productive imagination, aesthetically organized contemplation, morally sensitive will, spiritualized faith, a loving heart, conscience, etc.
Humanitarian education is, therefore, the transfer and development from generation to generation of absolute social wealth - the universal productive and creative forces of man. The reproduction of these forces in the humanities education belongs to a variety of universal spiritual work.
The goal of humanitarian education is the upbringing of a cultured person as a self-determining subject who knows how to choose and develop "perfect", objectively the best contents and on this basis to live worthily among people and create in culture. With such a goal, this education acquires a clear value orientation, free from simplification; solidity and spirit of perfection, so inherent in culture.
The goal of liberal arts education is achievable within its three-level structure. This is the level of spiritual value (axiological); the level of development of general cultural abilities (creative anthropological) and the level of socio-technological (praxeological). At the first level, the value self-consciousness of the individual develops, at the second - a holistic spiritual act in the unity of the main spiritual forces, at the third -
em - the ability of the individual to implement socio-cultural technologies in relation to himself and to other people in the system of social institutions, relations and norms. The three marked levels have an anthropological substantiation: they express a stable structure of human subjectivity, which includes the emotional-value, rational-volitional and operational spheres. Within the framework of these three levels, the quality-forming basis of liberal arts education is being created.
The goal of the spiritual and value level of humanitarian education is the development of a person's consciousness from the spiritual stage to the spiritual one, the upbringing of love and the will for perfection, the rooting of the spirit in the perfect content of culture and the derivation of a system of specific values from it. Love for perfection is the source of all subsequent positive values and qualities of a person, a true hierarchy of values, a sense of quality and a true rank, the immunity of the soul from destructive sociality. The spirit of perfection is expressed in values. Spiritual values guide the strategy of life; personal, social, professional self-determination of a person, his motives, his choice of a model of his "I", lifestyle and life path. Projecting values in young souls, the teacher thereby sets the social orientation of youth behavior. The axiological level is decisive and defining. It obliges the teacher to the greatest social responsibility.
In the education of value consciousness, a course is very effective, which includes a descriptive part "Great people of Russia" (saints, ascetics, heroes, generals, politicians, scientists, writers, artists, philosophers, etc.) and a theoretical part, revealing the value system and experience their personal acquisition. In the development of the spiritual and value sphere of students' self-consciousness, the leading disciplines are the history of Russia, religious studies, philosophy, ethics, aesthetics, and a cycle of cultural disciplines. The history of Russia develops a sense of the native and the Motherland, elevates it to historical and national self-awareness, to an understanding of the historical rank of Russia in religion and culture, politics and economy. Russia is a great historical product of many generations. Each of them receives it as a gift for the creative heritage and under personal responsibility. Russia is not the property of a separate generation. But each generation is one of the living branches on the mighty historical tree of Russia. Russia, our motherland, is above classes, estates and parties, above every person and every sovereign. She spiritually feeds everyone, and everyone feeds her and serves her. There are no such values, even "universal ones", for which it would be worth sacrificing Russia. The feeling of the native, the Motherland will certainly come to new generations by educating them in historical memory, national and civil self-
consciousness, dignity and honor of a citizen of the Russian State. All citizens of Russia are members of the single and most important political organization called the "Russian State", they all have a document on such membership called a "passport". The passport is our single "membership card", obliging to fidelity, service and honor. When presenting a passport to young people, they should take an exam on their knowledge of the basic provisions of the Constitution and other state normative documents that regulate the behavior of citizens in the main areas of their social life. We, teachers, are faced with the task of spiritually conveying Russia to new generations. Donate, don't betray. Russia is a great power of geopolitical importance. Russia is a whole cultural continent that spiritually nourishes foreign-speaking peoples. Russia is a great family of the peoples of Europe and Asia. Russia is native, Motherland. And we, her sons and daughters, do not have the slightest need to exaggerate the historical rank of Russia. He is so great. But we do not need to underestimate this rank, to be ashamed of our achievements in the pre-Soviet and Soviet periods of history. The great historical rank of Russia should enter the minds of young people so that they understand what country they live in, what tasks the country faces and what they personally need to do according to the rank of Russia.
The path to humanity lies through the native Fatherland. Universal human values are revealed to each nation in national forms. Tolerance presupposes the ability to see in the diversity of peoples the unity of the human race, in the difference of ethnic cultures - the unity of the human spirit; that is, to understand unity in diversity, identity in difference, universal in particular. If, however, one takes only the point of view of the particular, then one particular is opposed by another particular, and consciousness will see only differences without their internal unity. Everyone will begin to insist only on his special. As a result, the differences will sharpen to hostile opposites, to a sharp contradiction, which will eventually make you look at the subject more deeply and see behind the special the universal content that exists through the special, and not next to it. In the same way, the particular does not exist outside the universal, but as a form of its peculiar existence. The universal is the meaning of the special, and the special is the “body” of the universal. Only within the framework of the universal content can a creative synthesis of opposites into harmony be realized.
Religious studies (philosophy of religion) reveals the spiritual experience of different peoples in their experience of absolute and ultimate values, shrines; expounds the evolution of the human spirit in the development of religious belief, immerses the souls of students in the experience of folk purification of the soul, introduces them to the culture of spiritual work and burning. Ethics addresses free will
of a person, clarifies the main moral feeling - conscience, teaches understanding of the equivalence of the dignity of each person, regardless of his social status, nationality and gender, reveals the moral forms of experiencing social relations, the moral traditions of the people. Aesthetics and culturological disciplines reveal the features of human exploration of the world from the standpoint of a developed productive imagination and sensual contemplation, a form of aesthetic experience of reality; develop the experience of perfection on the basis of its samples in the world of culture, teach understanding of the essence and originality of national cultures. Philosophy substantiates the hierarchy of values, which constitutes the decisive core of the worldview and directs the goal-setting of the individual, and hence her behavior.
In general, the axiological level is ideological. Within its framework, knowledge about the world and man is brought to self-consciousness, and self-consciousness of the individual - to a system of principles and values that direct a person's attitude towards himself and other people, towards God and nature. Values, we note once again, are directly chosen by spiritual feelings, and not by the logic of thought. Domestic culture has a clearly expressed spiritual and moral orientation. That is why it is precisely on the basis of national culture that it is only possible to educate students in that system of values, which they will accept freely, voluntarily and sincerely as something native, as a spiritual torch in the relay race of generations. Cultural (symbolic) capital is acquired by a person within the framework of the spiritual and value level of education.
At the creative-anthropological level, value self-consciousness is fixed by the development of a holistic spiritual act in the unity of the main productive and creative forces; this is theoretical (conceptual) thinking, the ability of a person to build and independently rebuild his actions in accordance with objective laws and meanings; conscious will - the ability of a person to determine himself to act according to values and knowledge; productive imagination and aesthetic contemplation - the ability to freely generate images in their semantic integrity and perceive sensory reality in culturally developed forms; faith - the will of a person to higher, perfect, absolute values; love is an artistic feeling of comprehension of perfection; conscience - the ability to evaluate thoughts and deeds from the standpoint of due perfection.
In a developed form, thinking is expressed in science, will - in moral and political-legal relations, imagination and contemplation - in art, faith - in religion. Thinking purposefully organizes all the abilities of a person as a social being. It is a technological system of the intellect, coordinating all its operations into a coherent semantic ensemble. Will
translates value self-consciousness and thinking into behavior; without it, the living “conveyor line” of the human soul will stop. Productive imagination and the aesthetic contemplation organically connected with it is the true womb, where creativity is mysteriously born. Faith integrates the semantic composition of self-consciousness into a whole, into a worldview. Without it, consciousness becomes torn, mosaic and unhappy.
Theoretical thinking allows a person to understand objective truth, moral will - to do good, imagination and contemplation - to perceive beauty, faith - to acquire a perfect ideal and absolute values, and love - to artistically experience ideals and values, see the best, choose it and live it. Schemes of a developed imagination migrate to the subconscious, organize its "chaos" into the spiritual "cosmos" and, working in an automatic mode, become intuition. Intuition gives rise to an involuntary guess, a situation of "eureka", insight, which, "like a flash of lightning", illuminates a new vision of reality. Growing together, all these forces form a holistic spiritual act. In it, the "solo" of each ability is complemented by the "chorus" of all the others. A “symphony” of the spirit arises, giving a person a wealth of worldview and world experience, involuntary creativity. These universal abilities in their integrity are the most reliable basis for the formation of special social and professional skills. So, the ability of a specialist (doctor, engineer, etc.) to optimally solve professional problems hides developed logical thinking, productive imagination, aesthetic taste, intuition, responsibility and honesty, which are so important in professional “reliability”. The integrity of general cultural abilities allows the individual to understand and experience culture, successfully navigate interdisciplinary relationships, self-educate, be self-determined and amateur, socially mobile, promote creative productivity, professional and spiritual growth and the full implementation of the individual in diverse activities, communication and thinking. To separate general cultural abilities from professional ones means to make the former empty, and the latter value-blind and uninspired. As a result, upbringing is separated from education and a pedagogical marriage arises - an irresponsible specialist and a citizen who brings grief to himself, his family and those around him.
Anthropological level is the basis of liberal education. He informs the target anthropological orientation - what abilities and how to develop, defines didactics and pedagogical technologies. The teacher is called upon to develop the ability to productively carry out spiritual acts through knowledge. The knowledge itself does not teach the mind (i.e., skill). Without justified an-
tropological target orientation pedagogical technologies, "innovations" degenerate, as a rule, into scholastic formalism.
The content of the praxeological level is the development of students' skills to implement humanitarian and social technologies - logical, psychological, valeological, spiritual, legal, communicative, economic, etc. This technological level of operational and practical orientation directly connects humanitarian education with practical life. Within its framework, special courses of 8-16 hours on such issues are effective: how to think logically, manage yourself, improve yourself, protect your rights, conduct business communication, etc. Such special courses form specific skills necessary for independent living and in the non-professional sphere . A well-known flaw in the teaching of the humanities is the separation of the two extreme poles from each other - values and technologies; at the same time, solid theoretical knowledge is not brought to a specific operational form, to the answer to the student's question: what can I personally do according to values and knowledge? Each humanities discipline has this operational-practical aspect, addressed to the activities of students.
The three-level structure of humanitarian education makes it possible to substantiate the optimal set of academic disciplines, their volume and purpose (what values, abilities and practical skills they develop), to inform humanitarian education of a human-creative, personally developing character, orients education towards a classical basis (culture), towards an intensive path, rather than extensive (much knowledge in subjects) and allows you to very accurately determine the performance indicators of liberal arts education. The three-level structure of liberal arts education is a necessary prerequisite for educating the social competence of an individual.
Social Competence in the Strategy for the Development of Vocational Pedagogical Education
Vocational pedagogical universities train personnel capable of competently teaching a particular specialty. At present, the training of such personnel includes two main components - professional and psycho-pedagogical. The synthesis of professional and psychological-pedagogical components is the "growth point" of a new type of specialist. New because this synthesis takes into account the importance of the relationship: "person - profession" and "person - person". But the psychological and pedagogical component is only part of the humanitarian and social content in the training of specialists. If we gradually strengthen the role of humanitarian and social content in the structure of
re-training of PPO personnel, the result will be a model of a specialist who equally possesses both professional and humanitarian and social competence.
At present, the humanitarian component in the form of a psychological and pedagogical component is tied to the profession. The synthesis of the humanitarian-social and professional components focuses more on the relationship "person-person" and "person-profession". This orientation is adequate to the professional and pedagogical profile of the university, the name of which indicates the unity of professional and humanitarian content.
In our opinion, the mission of RSPPU as a leading university in the field of vocational education is to develop and gradually implement a fundamentally new model for training a vocational education specialist. The novelty lies in the harmonious synthesis and equivalence of the two main components - humanitarian, social and professional, values and technologies. The result of such training is a specialist with humanitarian, social and professional competence. RGPPU is designed to overcome the factory stereotype of narrowing the personality of an employee to a "labor force" and give two "professions" - to be a cultured person and a competent specialist. A modern employer will also speak out for such a synthesis.
The unity of these two foundations allows the individual to successfully master personal development, social and professional technologies, to be self-determined in the system of social norms, relationships and institutions, socially mobile, open to retraining and assimilating innovations of a humanitarian, social and professional nature, communicative, etc. The gradual convergence of the professional and humanitarian-social components in the training of specialists will allow RSPPU not only to successfully fulfill the state order for the training of highly qualified specialists, but also to diversify the range of services to meet the diverse needs of the population, both in professional and personal development. The rationale for a long-term mission will allow understanding the specifics and prospects of training professional and pedagogical personnel in a broader socio-cultural context, expanding the range of specialties and specializations in the humanities and social profile and thereby improving one's position in the educational services market. Thanks to a thorough substantiation of such a mission, RSPPU can become a theoretical center for the development and implementation of a new model of a specialist in the 21st century.
Education of social competence requires appropriate scientific support. This, in particular, is a clear purpose of the work programs of the humanities, i.e. what values, subjective qualities
they are called upon to educate people and skills. Secondly, it is an academic discipline in the senior courses "Social competence: values, knowledge, skills". According to the structural components of social competence, such a discipline could include the sections "Axiology", "Social epistemology", "Subject of social processes", "Social praxeology". The content of this discipline can be presented in the form of methodological conclusions from the cycle of humanitarian and social disciplines.
In conclusion, it should be noted the scientific, applied and pedagogical significance of further concretization of the concept of social competence. This concept is especially significant in the development of state educational standards, regional and university components of such a standard, work programs of humanitarian and social disciplines. This concept, appearing in the form of a metaphor "social maturity", is realized intuitively, and not discursively. As a result, proper clarity and accuracy in educational standards and work programs disappear. Social competence is an important characteristic of university graduates, as well as the teaching staff themselves. Finally, the question of the social competence of university graduates is the question of their social protection and self-defense, their ability to master the techniques of social and spiritual security in the sphere of the temptations of anticulture, illegal social groups, secret mystical hermetically closed associations and totalitarian sects. Social competence as the final result of humanitarian training of specialists is a necessary component of effective professional training, the product of which is a cultured person, a moral personality, a creative individuality, a socially competent citizen, a professionally competent specialist and a patriot of the Motherland, open to constructive dialogue with other ethnic cultures.
Literature
1. See: Bourdieu P. Practical meaning. SPb., 2001.
2. The concept of modernization of Russian education for the period of 2010. M., 2002.
3. Marx K. Economic and philosophical manuscripts of 1844 / / Marx K., Engels F. Soch., 2nd ed., M., 1974.
4. Ozhegov S. I. Dictionary of the Russian language. M., 1981.
5. Panarin A. S. Strategic instability in the XXI century. M., 2003.
6. Legal Encyclopedic Dictionary. M., 1984.
Competence - includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.
Competence is the possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.
To this list A.V. Khutorskoy, based on the positions of student-centered learning, adds a set of semantic orientations necessary for productive activity.
According to V.A. Bolotova, V.V. Serikov, the nature of competence is such that, being a product of learning, it does not directly follow from it, but is a consequence of the individual's self-development, his not so much technological as personal growth, a consequence of self-organization and generalization of activity and personal experience. Competence is a way of existence of knowledge, skills, education, which contributes to personal self-realization, finding the student's place in the world, as a result of which education appears as highly motivated and in a true sense, personally oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its very own significance.
J. Raven understood competence as a special ability of a person necessary to perform a specific action in a specific subject area, including highly specialized knowledge, skills, ways of thinking and willingness to take responsibility for their actions.
According to A.G. Bermus: "Competence is a systemic unity that integrates personal, subject and instrumental features and components." M.A. Choshanov believes that competence is not just the possession of knowledge, but the constant desire to update and use it in specific conditions, that is, the possession of operational and mobile knowledge; it is flexibility and critical thinking, which implies the ability to choose the most optimal and effective solutions and reject false ones.
The formation of competencies occurs by means of the content of education. As a result, the student develops abilities and opportunities to solve real problems in everyday life - from domestic to industrial and social. Note that educational competencies include components of the student's functional literacy, but are not limited to them.
The complexity of educational competencies provides an additional possibility of presenting educational standards in a systematic way, allowing the construction of clear meters to check the success of their development by students. From the point of view of the requirements for the level of training of graduates, educational competencies are integral characteristics of the quality of training of students associated with their ability to purposefully meaningfully apply a set of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues.
Educational competence is a set of semantic orientations, knowledge, abilities, skills and experience of the student in relation to a certain range of objects of reality that are necessary for the implementation of personally and socially significant productive activities.
Having defined the concept of educational competencies, it is necessary to find out their hierarchy. In accordance with the division of the content of education into a general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), we propose a three-level hierarchy of competencies:
1) key competencies - refer to the general (meta-subject) content of education;
2) general subject competences - refer to a certain range of subjects and educational areas;
3) subject competences - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.
Thus, key educational competencies are specified at the level of educational areas and subjects for each level of education.
The list of key educational competencies is determined by us on the basis of the main goals of general education, the structural representation of social experience and the experience of the individual, as well as the main types of student activities that allow him to master social experience, gain life skills and practical activities in modern society.
From these positions, the key educational competencies are the following:
1. Value-semantic competencies. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.
2. General cultural competencies. The range of issues in relation to which the student must be well-informed, have knowledge and experience of activity, these are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student's experience of mastering the scientific picture of the world, expanding to a cultural and universal understanding of the world.
3. Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the studied objects, the student masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.
4. Information competence. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, mass media, Internet), the ability to independently search, analyze and select the necessary information, organize, convert, save and transfer it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world.
5. Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways of working with them are fixed for the student of each level of education within each studied subject or educational area.
6. Social and labor competencies mean the possession of knowledge and experience in the field of civil and social activities (acting as a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, and master the ethics of labor and civil relations. The student masters the skills of social activity and functional literacy that are minimally necessary for life in modern society.
7. The competencies of personal self-improvement are aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, personal health care, sexual literacy, internal environmental culture. This also includes a set of qualities associated with the basics of the safe life of the individual.
The list of key competencies is given by us in the most general form and needs to be detailed both by age levels of education, and by academic subjects and educational areas. The development of educational standards, programs and textbooks in individual subjects should take into account the complexity of the content of education presented in them in terms of contribution to the formation of common key competencies. It is necessary to determine the necessary and sufficient number of interconnected real objects under study, the knowledge, skills, abilities and methods of activity formed in the process.
The education designed on this basis will provide not only a disparate subject, but also a holistic competence-based education. The educational competencies of the student will play a multifunctional meta-subject role, which manifests itself not only at school, but also in the family, among friends, in future industrial relations.
Pedagogical Council
topic:
“Personal competence is the basis for self-realization of students in the educational process”
"Competence-based approach in the educational process"
(message)
Prepared by:
Zhukavina S.B.
Deputy director for water resources management
slide 1.
The report of the State Council of the Russian Federation “On the educational policy of Russia at the present stage” clearly presents the social order for the school: “A developing society needs modernly educated, moral, enterprising people who can independently make choices, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, are ready to maximum interaction, having a sense of responsibility for the fate of the country, for its socio-economic prosperity.
The implementation of this social order is impossible within the framework of the traditional knowledge-enlightenment paradigm, it requires new approaches to education, one of which is the competence-based approach in the educational process.
The competence approach has many customers. First of all, these are all the subjects of the global trend of integrating education and the economy: employers, students and, of course, the teaching staff. What are the interests of each of these entities?
The interest of the employer is that the graduates of educational institutions they hire are ready for it. Competence is nothing more than a willingness to act. The problem of traditional forms of vocational education is that a graduate, as a rule, is ready to master professional functions, but not to implement them. This fact was usually treated calmly, spending a lot of money on "finishing" the newly arrived graduate. A lot of time was allocated for this - from one to three years. The young specialist worked outside the general requirements, his mistakes were forgiven, he was trained, his qualifications improved, and special mentors were attached. Until a certain time, this was considered in the order of things. It seemed that such costs were inevitable due to the specifics of education itself, which supposedly is not capable of producing the final result.
An elementary calculation of the "costs of education" showed that they are colossal. Even for a small business. There is a clear tendency to prefer when hiring those who have already passed the completion of their education, have the necessary experience and are able to immediately work effectively. It is for this reason that a phenomenon has arisen when, in a market economy, it is usually very difficult for a young specialist to find a job.
One of the ways to overcome this crisis is to change the goals of education and the parameters of its quality, when the result is a person's readiness to effectively perform production functions. Maybe not all, but at least the main ones.
The difficulty for the education system lies in the fact that the employer as a customer may turn out to be too pragmatic, limiting his requirements to a set of elementary skills, thereby reducing vocational education to vocational training or even vocational training, turning the personality-developing educational process into a kind of short-term courses. Such a danger exists. The state educational policy rises to protect the interests of man and society, which does not allow reducing the level of the developmental impact of education.
Society and the state are the most important customers in the field of education. They bear the lion's share of the costs and have priority rights in regulating the content of education and the forms of its provision.
The most difficult customer is the student himself. Not everyone will be able to immediately answer the question why he is studying. The motives of prestige, fashion for education are widespread, a large proportion of those who see education as an opportunity to quickly determine the labor market, many simply need an educational status, etc. For people who have decided on their life aspirations, education is a means of achieving them, for those who have not decided, it is a goal that is vague and often deceptive.
Teachers are important customers of the competency-based approach. True, so far for many of us this approach is like an expensive computer as a gift to a person who has never used a computer. On the one hand, new opportunities, on the other hand, a huge increase in labor intensity at first and the need to learn. Inertia and inertia, which is often blamed on the teaching staff, is in fact nothing more than a lack of motivation to overcome oneself in mastering innovations. There will be more work, but the salary will not change.
A school focused solely on the academic and encyclopedic knowledge of the graduate is outdated;
The domestic school provides the graduate with a good set of knowledge and subject skills, especially in the field of natural and mathematical disciplines, however, we often encounter repeating facts:
a well-performing student (student), after graduating from school, turns out to be an unsuccessful person in life;
· a gold or silver medalist who knows the subjects within the framework of school programs perfectly, does not pass the competitive exam to the chosen university;
· a young specialist - a graduate of the institute - adapts to the workplace for too long, although the amount of professional knowledge and skills he received at the institute is quite sufficient;
At a critical moment, it turns out that the knowledge and skills acquired at school are not suitable for a life situation that needs to be urgently resolved;
The vast majority of knowledge and skills acquired in school are not in demand in life at all.
All these facts are a natural result of the educational process in a public school, which is basically "incompetent". A graduate of incompetent training is an incompetent person. This is a person who has enough knowledge and skills, but lacks experience in applying them in various situations. He is not ready for what he was not taught - to act in situations of uncertainty, constantly recurring in life.
The new educational state standard says that the content of school education should be aimed at developing key competencies in the graduate.
Until recently, the phenomenon of competence was associated most of all with the sphere of vocational education. It has always been clear that competence is not identical to "passing the course", but is associated with some additional prerequisites for the development of a specialist, his own creative potential. It was in a professional school focused on competence that such specific methods of training competent specialists as a task approach, project-based teaching methods, and the integration of educational and research work were born.
The competence-based approach in the field of general education is a new phenomenon for domestic didactics. Unlike professional competence, which has a specific area of application, key (general educational) competence manifests itself as a certain level of functional literacy. These two types of competence combine experience that is not reducible to a set of knowledge and skills, the integrity and specificity of the perception of the situation, the readiness to receive a new product.
Slide 2.
In a broad sense, competence is the readiness to perform certain functions, and the competence-based approach in education is nothing more than the target orientation of the educational process towards the formation of certain competencies.
Slide 3.
The main concept for the competence-based approach is the concept of “competence”, which is new for domestic pedagogy.
Competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific life situation. Competence is the willingness to act in a situation of uncertainty.
Competencies are divided into key and professional.
Slide 5.
The key competencies are those that are universal, applicable in various life situations. Every member of society should have key competencies. The term key emphasizes that competencies of this type are a kind of key to a person's successful life in society. All key competencies are inherently social, they are universal ways of social activity.
Professional competencies are limited to one or another professional area of human activity.
slide 6.
There are not so few key competencies, but they all consist of four elementary key competencies:
information competence - readiness to work with information;
Communicative competence - readiness to communicate with other people;
cooperative competence - willingness to cooperate with other people;
· problem competence - willingness to solve problems.
Slide 7.
What is each of the elementary core competencies?
Information competence is expressed in the ability to independently: interpret, systematize, critically evaluate and analyze the information received from the perspective of the problem being solved, draw reasoned conclusions, use the information received when planning and implementing one’s activities in a given situation, structure the information available, present it in various forms and on various media, adequate to the needs of the consumer of information.
slide 8.
Communicative competence is expressed in the ability to independently: make contact with any type of interlocutor (by age, status, degree of closeness and familiarity, etc.), taking into account his characteristics; maintain contact in communication, observing the norms and rules of communication, in the form of a monologue and dialogue, as well as using non-verbal communication means; listen to the interlocutor, showing respect and tolerance for other people's opinions; to express, argue and defend one's own opinion in a cultural form; encourage the interlocutor to continue communication; competently resolve conflicts in communication; change, if necessary, their speech behavior; evaluate the success of the communication situation; correctly complete the situation of communication.
Communicative competence is formed on the basis of information competence.
slide 9.
Cooperative competence, or competence to work in cooperation, is expressed in the ability to independently: find partners for cooperation and unite with them in groups; carry out collective goal-setting and planning; distribute tasks and roles among group members; act as a situational leader of the group and as a performer; coordinate their actions with the actions of other members of the group, solving a common problem; analyze and resolve contradictions that impede the effectiveness of the team; carry out collective debriefing, including self-assessment of collective activities and their results; to carry out a collective presentation of the product of the group's activities.
Cooperative competence is formed on the basis of two other competences.
slide 10.
Problem-solving competence, or problem-solving competence, is expressed in
Willingness to analyze non-standard situations;
This is the ability to independently identify the problem; formulate a goal; divide the goal into a series of sequential tasks; find alternative ways and means of solving problems, including assessing the need and extent of attracting external resources.
Set and correlate them with the aspirations of other people;
Plan the result of your activities and develop an algorithm for achieving it.
Determine the most and least advantageous ways to solve the problem; anticipate the possibility of secondary problems arising from the use of these ways and means; implement the chosen ways and means of solving the problem; in case of difficulties, formulate, comprehend them and apply the decision to choose other ways and means; complete the solution to the problem; evaluate the degree of resolution of the problem and the nature of the progress achieved; if necessary, publicly present the result of their activities.
Slide 11.
From the listed elementary key competencies, in combination with certain knowledge and special skills, composite and complex competencies are formed, including:
self-educational competence, understood as a person's readiness for continuous self-education, self-development, professional and personal growth, includes the value of self-education, motivation for growth, the ability to constructively overcome developmental crises, etc.;
valueological competence, based on the understanding of human health as a social, and not just a biological being, includes the value of health, knowledge and skills in the field of maintaining a healthy lifestyle;
information technology competence as a willingness to use, reproduce, improve the means and methods of obtaining and reproducing information in electronic form, includes the ability to use modern computer, including telecommunication technologies;
civic competence - the readiness to adequately fulfill the social role of a citizen of one's state and a patriot of one's Motherland, includes patriotic values, legal and political science knowledge, electoral skills, etc.
Key competencies in relation to school education are understood as the readiness of students to act independently in a situation of uncertainty in solving problems that are relevant to them. There are several features of such an understanding of the key competencies formed by the school. We are talking, firstly, about the ability to act effectively not only in the educational, but also in other areas of activity - family, leisure and hobbies, work, relationships with comrades and friends. Secondly, about the ability to act in situations where it may be necessary to independently determine the solutions to the problem, clarify its conditions, search for solutions, and independently evaluate the results obtained. Thirdly, this refers to the solution of problems that are relevant for schoolchildren.
slide 12.
The basis for the formation of competencies is the experience of students:
Received before, in everyday and educational situations, and updated in the classroom or in extracurricular activities;
New experience gained "here and now" in the course of project activities, role-playing games, psychological trainings, etc.
The student’s personal experience becomes the basis of the student’s subjective position (and, accordingly, the key competence) not by itself, but only in the process of its comprehension, therefore, not so much the active forms of work in the classroom become pedagogically important, but their subsequent discussion.
From here follow the methods of formation and development of key competencies.
slide 13.
The most typical methods of formation and development of key competencies suitable for use in lessons in any subjects and in extracurricular activities include:
- appeal to the past or newly formed experience of students;
- an open discussion of new knowledge, during which the subject police of students are directly involved and, indirectly, their previous experience;
- solving problematic problems and discussing problematic situations that are “commensurate” with the experience of students of a given age;
- discussion of students, clash of their subjective positions;
- gaming activities: role-playing and business games, game psychological training or workshop;
- project activities: research, creative, role-playing, practice-oriented mini-projects and projects - practical work that has a life context.
slide 14.
"A general education school should form an integral system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of the content of education." So it is written in the "Concept of modernization of Russian education for the period up to 2010".
In addition, the national project "Education" sets the school development vector - the achievement of a new quality of education that meets the requirements of modern civilization.
The implementation of this social order is impossible within the framework of the traditional knowledge and education paradigm, it requires new approaches to education, one of which is the competency-based approach (which is reflected in the new State Educational Standards).
One of these days we will receive an order from the Ministry of Education of the KBR, which will talk about the transition of elementary schools to teaching according to the new generation Standards, which means that mastering a competency-based approach for teachers is an urgent need and there is not so much time for this as it might seem at first sight.
Problems and prospects for the implementation of the competency-based approach in education
Bermus Alexander Grigorievich, Dr. ped. Sciences, Associate Professor of the Department of Pedagogy, RSPU, Rostov-on-Don
The article is devoted to the analysis of the conditions for the implementation of the competency-based approach in the conditions of Russian education. Conceptualization of various interpretations of the competence-based approach in the system of general and professional education is carried out, a comparative analysis of the Russian and American models of the competence-based approach is carried out. The article proposes measures to introduce the competence-based approach into practice, adequate to the general tasks of modernizing Russian education.
The article was written with the support of the Russian Humanitarian Science Foundation (Project No. 05 - 06 - 06036a "Humanitarian methodology for the modernization of Russian education")
The competence-based approach in modern Russian education is a problem. Moreover, this statement remains true both in relation to scientific discussions of this phenomenon, and for a computer editor, who invariably detects an error in the adjective competence.
We emphasize that the linguistic aspect of this problem is important. So, M.E. Bershadsky in the Pedagogical discussion club "Competence and competence: how many of them does a Russian student have" (portal Auditorium.ru, 2002) considers the penetration of the concepts of "competence" and "competence" into the Russian language as another manifestation of the process, in as a result of which "teachers will soon start writing texts, writing down English words using the Cyrillic alphabet."
If we look deep into the philological subtleties, then two opposing points of view on the essence of these concepts are clearly distinguished.
One of them, presented in the already mentioned text by M.E. Bershadsky, is that “the concept of competence does not contain any fundamentally new components that are not included in the scope of the concept of “skill”; therefore, all talk about competence and competence: somewhat artificial, designed to hide old problems under new clothes."
The opposite point of view is based on a completely intuitive idea that it is the competence-based approach in all its meanings and aspects that most deeply reflects the main aspects of the modernization process. It is within the framework of this "progressive" attitude that the following statements are made:
the competence-based approach provides answers to the demands of the production sector (T.M. Kovaleva);
competence-based approach - manifests itself as updating the content of education in response to the changing socio-economic reality (ID Frumin);
competence-based approach as a generalized condition of a person's ability to act effectively outside of educational plots and educational situations (V.A. Bolotov);
competence seems to be a radical means of modernization (B.D. Elkonin);
competence is characterized by the possibility of transferring the ability to conditions different from those in which this competence originally arose (V.V. Bashev);
competence is defined as "the readiness of a specialist to engage in a certain activity" (A.M. Aronov) or as an attribute of preparation for future professional activity (P.G. Shchedrovitsky).
Meanwhile, there are a number of problems in the system of general and vocational education, which, while not formally affecting the essence and structure of the competency-based approach, obviously affect the possibilities of its application. Among them:
the problem of the textbook, including the possibility of their adaptation in the context of modern humanistic ideas and trends in education;
the problem of the state standard, its concept, model and possibilities for a consistent definition of its content and functions in the conditions of Russian education;
the problem of teacher qualification and their professional adequacy not only to the newly developed competence-based approach, but also to much more traditional ideas about professional and pedagogical activity;
the problem of the inconsistency of various ideas and ideas that exist in modern education on literally all occasions;
the problem of internal inconsistency of the most popular areas of modernization, including: the idea of profiling high school and, at the same time, the transition to taking the Unified State Examination in all subjects, the development of school self-government and the centralization of the education financing system, etc.
Thus, we can state that the very discussion of the competency-based approach, regardless of specific ideas and interpretations, is immersed in a special cultural and educational context, set by the following trends in Russian education in the last decade:
the loss of unity and certainty of educational systems, the formation of the labor market and the market of educational services associated with it;
variability and alternativeness of educational programs, increasing competition and the commercial factor in the activities of the educational system;
a change in the function of the state in education: from total control and planning to a general legal regulation of relations arising in education;
prospects for the integration of Russian education and the Russian economy, in general, into the international (in particular, European) system of division of labor.
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However, even accepting and taking into account all these aspects, the phenomenon of the competence-based approach does not acquire clearer features. To some extent, this topic itself turns into a kind of vicious circle for each new researcher.
On the one hand, it is quite obvious that the modern economy is focused on personnel, which far exceed the education indicators of most graduates of both secondary and higher schools. It is also obvious that it is not scattered knowledge that is more significant and effective for successful professional activity, but generalized skills, manifested in the ability to solve life and professional problems, the ability to communicate in foreign languages, training in information technology, etc.
However, an obvious consideration also arises here: after all, the entire history of Soviet and, later, Russian pedagogy over the past half century, does not appear to be a dramatic struggle against the dogmatic memorization of concepts, rules and principles.
Moreover, it was as a result of this struggle that all the concepts known today have arisen, including algorithmization, the gradual formation of mental activity, developmental and student-centered learning. But, then, isn't the modern version of the competence-based approach another attempt to rename the unconditional achievements of Soviet and Russian pedagogy in favor of today's conjuncture?
In a word, the competency-based approach is in demand insofar as modern education requires significant modernization, not implementing this process risks becoming another campaign among many years of unsuccessful attempts to reform education based on the introduction of modern pedagogical ideas and concepts.
Apparently, the contradiction indicated above was the internal leitmotif of numerous discussions of the competence-based approach that took place in 2002. The significance of these events is determined by the fact that it was then, in fact, that the modern model of the competence-based approach was formulated, both in terms of the ideas and concepts used, and in terms of updating alternative approaches, internal contradictions and problems [A.V. Khutorskoy; 3, 7].
Without claiming to be an exhaustive presentation of the ideas expressed at that time (including those presented at the IX All-Russian Scientific and Practical Conference "Pedagogy of Development: Key Competences and Their Formation"), we will formulate some generalized image of the most significant elements of the competency-based approach in Russian pedagogy.
1) The ideas of general and personal development, formulated in the context of the psychological and pedagogical concepts of developmental and student-centered education, are considered to be a natural genetic prototype of modern ideas of the competence-based approach. In this regard, competencies are considered as cross-cutting, non-supra- and meta-subject formations, integrating both traditional knowledge and various generalized intellectual, communicative, creative, methodological, worldview and other skills. In the same logic, the competence-based approach is perceived as a kind of antidote against multi-subject, "subject feudalism" and, at the same time, a practice-oriented version of the overly "romantic" attitudes of personality-oriented education.
2) The categorical base of the competency-based approach is directly related to the idea of purposefulness and purposefulness of the educational process, in which competencies set the highest, generalized level of a student's skills and abilities, and the content of education is determined by a four-component model of the content of education (knowledge, skills, experience of creative activity and experience of a value attitude) . Accordingly, competence is strongly correlated with the cultural prototype: for example, cultural and leisure competences are considered as a manifestation of European culture, while Russian culture correlates to a greater extent with spiritual competences and general cultural activities.
3) Within the competency-based approach, two basic concepts are distinguished: competence and competence, while the first of them "includes a set of interrelated personality traits set in relation to a certain range of objects and processes", and the second corresponds to "possession, possession by a person of the relevant competence, including his personal attitude to it and the subject of activity.
4) In the same context, the concept of "educational competence" also functions, understood as "a set of semantic orientations, knowledge, skills, abilities and experience of the student in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activity" (Khutorskoy A.V.). In this regard, educational competencies are differentiated by the author according to the same levels as the content of education:
key (implemented on meta-subject content common to all subjects);
general subject (implemented on the content, integrative for the totality of subjects, educational area);
subject (formed within the framework of individual subjects).
5) The formulation of key competencies and, moreover, their systems, represents the greatest range of opinions; at the same time, both the European system of key competencies and the Russian classifications themselves are used, which include value-semantic, general cultural, educational and cognitive, informational, communicative, social and labor competencies and the competence of personal self-improvement.
At the same time, as part of the discussion that began at the same time, several groups of significant contradictions emerged, including:
1. Discrepancy between the initial practical orientation of the competency-based approach and the existing subject (including meta-subject) orientation of pedagogical practice (E.A. Yamburg).
2. The uncertainty of the conceptual and innovative potential of the competence-based approach, in particular, the vagueness of the fundamental differences between the latter and the existing psychological and pedagogical concepts of activity and development orientation (N.D. Nikandrov, M.V. Boguslavsky, V.M. Polonsky).
3. Lack of subject and age correlation of the competency-based approach (G.N. Filonov), as well as organizational and managerial aspects of the implementation of the competency-based approach (N.D. Nikandrov, I.I. Logvinov).
4. The ambiguity of the national-cultural, socio-political and, finally, the socio-psychological context for the development of standards and the implementation of the competency-based approach in it (V.I. Slobodchikov, T.M. Kovaleva).
However, the most indicative in the discussion of the competency-based approach are still two underestimated circumstances that emerged in the course of further discussions.
First, the competency-based approach is seen as a modern counterpart to many more traditional approaches, including:
culturological (V.V. Kraevsky,);
scientific and educational (S.A. Piyavsky,);
didactocentric (N.F. Vinogradova,);
functional-communicative (V.I. Kapinos,) and others.
In other words, it turned out that the competence-based approach, in relation to the Russian theory and practice of education, does not form its own concept and logic, but involves the support or borrowing of the conceptual and methodological apparatus from already established scientific disciplines (including linguistics, jurisprudence, sociology, etc.). .).
Secondly, and this circumstance is perhaps the most significant, by 2003, when the discussion of the concept of specialized education at the senior level of education and the law on standards were updated in Russian education, the competence-based approach practically disappeared from the field of view of scientists and practitioners.
It is these two circumstances that force us to reformulate the problem of the competence-based approach in a different way: is the latter a quality of a projection of other realities, and, in this regard, what is its own meaning, the conditions for actualization and application.
To solve this problem, it is necessary to refer to the experience of implementing the competency-based approach in Western countries and, first of all, in the USA.
At the same time, our task is not only and not so much to establish direct correspondences between Russian concepts and their English-language equivalents, but to identify the specific context in which the concept of competence and the competence-based approach is formed in Europe and the USA.
As before, without setting ourselves the task of an exhaustive definition of all aspects of this approach, let us dwell on a few, in our opinion, the most significant and meaningful differences.
1) The competency-based approach is considered as a dialectical alternative to the more traditional credit approach, focused on the regulation of content units, similar to Russian ideas about the educational standard. Accordingly, the assessment of competencies, in contrast to examinations aimed at identifying the volume and quality of acquired knowledge, involves the priority use of objective methods for diagnosing activities (observations, examination of products of professional activity, protection of educational portfolios, etc.).
2) Competence itself is seen as "the ability to solve problems and readiness for their professional role in a particular field of activity." Accordingly, competence is presented, first of all, by employers and society in the form of some specific expectations associated with the professional activity of a graduate. Moreover, it is the level of compliance of individual indicators with the expectations of the employer and society that is supposed to be the main indicator of competence.
3) The leading concept of the competency-based approach is "educational domain", while the final competence is represented by a set of such domains, and each domain is formed as a specific function (aspect) of future professional activity. For example, in teacher training, the following domains are used:
domain of curriculum development and teaching methods;
the domain of assessments and measurements;
domain of information integration (associated with the use of modern information technologies);
domain of management and innovation;
research activity domain.
In the following, each of the domains is specified at two or more levels. In particular, at the next level, the types of activities and problems that graduates should be prepared to solve (creating systems, evaluating achievements, planning results, etc.) are highlighted. At the next level, the individual actions and properties required for successful activity are clearly fixed: define, interpret, compare, develop, implement, integrate, control, etc.
At the end of the description of competencies, as a rule, scales are given on which the standard levels of professional competence are marked (novice, user, experienced user, professional, expert, etc.).
4) The description of competencies necessarily includes a normative model of diagnostic procedures that allows for the practical organization of certification procedures. Within the framework of the model, the status and conditions for the application of all control methods are determined, including:
testing;
writing essays and submitting study portfolios;
expertise of practical activities;
the procedure for writing and defending certification works.
5) Finally, the most significant and remarkable feature of the competency-based approach is the authorship of the relevant models: it belongs to non-state associations (federations, committees) that coordinate professionals in the relevant areas of professional activity. Accordingly, the very problem of the competency-based approach takes on a different institutional expression: we are talking about a system that makes it possible to fairly objectively assess the suitability of each individual applicant - future activity, as well as to develop clear criteria for the quality of this activity, allowing future employees to carry out targeted training to obtain the necessary certificate and obtain recognition in this area. Within the framework of the same problem, the competence model contains clear instructions on the policy of the association, as well as requirements for the level of training of experts to participate in certification procedures.
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Summarizing all the above, we can draw several conclusions:
First, despite the apparent commonality of some elements of the competency-based approach and traditional Russian pedagogy ideas about skills and abilities, these phenomena are conceptually different.
At the philosophical level, we can say that the Russian theory and practice of vocational education (especially in higher education) is more connected with the classical university tradition, which finds its justification in the ideas of Platonism, New European rationalism, philosophy of culture, etc.
On the other hand, the competence-based approach is rooted in non-classical ideas of positivism and pragmatism, modern management theory, and testology. Despite the seeming abstractness, this distinction has a significant impact on the structure of descriptive procedures. Thus, the Russian pedagogical consciousness is to a large extent object-centric, i.e. in most of the concepts used, the main element of content is objects and knowledge about them. Accordingly, competence in the Russian sense is defined as a way of activity in relation to certain objects.
If we turn to the American experience of formulating competency models, then here the action, the operation, which is correlated not with an object (real or ideal), but with a situation, a problem, comes to the fore. Accordingly, objects acquire a completely different status: they are no longer natural phenomena that must be identified, described and classified, but man-made evidence of mastering the relevant competence (plans, reports, analytical notes).
Secondly, the context and infrastructure of the authentic versions of the competence-based approach and the models discussed in the Russian educational context differ even more significantly. In fact, the very spaces of conceptualization are different: in our case, we are talking about the need for a scientific substantiation of the relevant concepts, while the American situation involves the definition of competencies within the framework of a multilateral social dialogue.
Summarizing somewhat, it can be argued that the concepts of competence and competence are interpreted in the Russian pedagogical culture in a classical way, i.e. as ideal entities to be explained and comprehended. At the same time, competence in Western culture is seen as a non-classical phenomenon, rooted in public educational practice and reflecting the existing balance of interests of society (to a lesser extent, the state), educational institutions, employers, and consumers of services.
Thirdly, and this conclusion is a natural generalization of all that has been said above, to the extent that there is a will to improve the social and economic efficiency of education, the development of the human resource of Russian society, the competence-based approach will inevitably be in demand. The problem, however, is that the understanding of the competency-based approach and the strategy for its implementation should be correlated not only with the existing scientific developments, but, first of all, with the ongoing changes in the legal, economic, socio-psychological status of education, the prospects of Eastern - European and all-European integration, as well as internal problems, limitations and risks of the development of Russian education.
Taking into account the last conclusion, the only purpose of the actual scientific discussion of the competence-based approach is to discuss the external conditions (infrastructure) under which the implementation of the competence-based approach can make sense and significance as a tool for the modernization of Russian education, which, in fact, is the topic and purpose of our article. In this final episode, we will try to provide preliminary answers to the following questions:
in what sociocultural space is it possible to fruitfully use the competence-based approach and what, de facto, this process will mean;
what are the conceptual (substantive) problems associated with the implementation of the competency-based approach, and in what ways can their solution be found;
what are the organizational and managerial conditions for the effective implementation of the competence-based approach.
Turning to the first story, we must return to the broad public discussion that has taken place in the past few years about the adoption of the law on state educational standards for secondary education, and the less public dissatisfaction of the scientific and educational community with the new generation of educational standards.
Indeed, state educational standards are the object of many very serious reproaches, but we are not talking about them now. The problem - both deeper and more serious - is that in the conditions of the extreme heterogeneity of Russian regions and Russian society as a whole, not a single document of "general use" will be satisfactory. At the same time, due to the ongoing demographic decline, competition in the educational services market is increasing.
In this situation, the most productive and meaningful direction for solving many interrelated problems (including the problems of the competence-based approach) is the development of standards for educational and professional competencies at the local level. Of course, these standards should fully ensure the implementation of state educational standards, but not only. It is the process of developing these standards that can turn out to be the platform on which the scientific and educational community, regional and municipal education authorities, business and non-governmental organizations can coordinate their interests in the development of personnel, more broadly, the human potential of the respective territories. This activity can become a triggering mechanism for the formation of the institutional system of civil society in education.
The essence of the conceptual problems of the implementation of the competence-based approach is determined by the multiplicity and multidirectional interests of all the subjects involved in this process. So, for example, the state has experience in developing qualification characteristics, i.e. clear lists of knowledge and skills that are significant in terms of obtaining a diploma of state final certification, while for the employer, basic communicative, informational competencies, as well as work experience in the specialty and recommendations, are of greater importance. The graduates themselves, in the situation of analyzing educational achievements, are more guided by the prestige of the corresponding diploma and the possibility of continuing education. That is why socio-personal, economic, general scientific and professional competencies not only differ in their composition, but, more importantly, are related to the needs of different subjects and, accordingly, in order to obtain an objective assessment, they require diagnostic procedures that are different in content and structure. It is important to note that certification procedures within the competence-based approach can be both individual (testing, course and diploma projects, ratings, etc.) and institutional in nature (public expertise of activities, certification and licensing, rating of educational institutions, etc.).
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Another important problem in the implementation of the competency-based approach is related to ensuring continuity between the existing regulatory and legal framework for certification procedures and newly developed approaches, and therefore, solutions cannot but have a compromise character. So, as a result of the analysis of the existing standards of SVE and HPE in the field of teacher education, we came to the conclusion that the most optimal form of presenting models of educational and professional competence of teachers will be a three-level model that includes the following components:
1) Characteristics of the basic level of competence, corresponding to the general orientation of the graduate in future activities, knowledge of the basic standards and requirements, as well as the presence of general ideas about the educational situation in Russia and in the world. Accordingly, the basic competence is determined in relation to objects (legislative acts, scientific texts, etc.), while using the following indicators:
reproduction of the main ideas of the documents, knowledge of the approximate dates and subjects responsible for their implementation;
associating information with the source (i.e., knowing where the relevant information may be located);
What personal competencies of employees include, how to create conditions for the development and formation of social and personal competencies - read about this in the materials of the article.
From the article you will learn:
What are competencies and personal qualities of employees
Today, there is a need in society for specialists who have not only deep knowledge in a particular area, professional skills, but also relevant personal competencies and qualities.
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The competency-based approach is understood as a priority orientation towards the set goals or vectors, these are:
- high level of learning;
- self-determination;
- self-actualization;
- socialization;
- development of individuality.
The main unit for assessing the quality of learning outcomes is competence and competence. In the psychological literature, both concepts are considered ambiguously. This is due to the complexity of the overall structures of professional activity. It should be borne in mind that different theoretical research approaches are used in different areas.
Competences and personal qualities are considered as: 
- the appropriate degree of formation of the social and practical experience of a certain subject;
- adequacy in the implementation of job duties and requirements;
- a high level of learning in special and individual programs;
- forms of activity.
Personal competencies - the ability to do something well, with the maximum level of efficiency, with a high degree of self-regulation, a high level of self-esteem, with speed, to change the relevant circumstances and the external environment.
Psychological, internal and potential formations, , are considered as personal factors. Competence is directly understood as a meaningful generalization of empirical and theoretical knowledge, which is presented in the form of principles, concepts and semantic provisions. Under the competence are considered generalized ways of all actions performed that help to perform productively. .
The basic competencies are those that all people possess, regardless of one or another professional affiliation. Professional competencies include the ability, willingness to perform appropriate actions in accordance with the requirements, methodological organization, solving all the tasks set, and in the future to self-evaluate the result of the activities carried out.
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How to ensure the development of personal competencies
The formation of professional and personal competence, the development of communication skills is influenced by the use of methods of developing psychodiagnostics, trainings. It should be borne in mind that psychodiagnostics allows , to study the features of the personality structure, self-attitude, self-esteem, ways to change the qualities of a negative nature. Trainings improve and develop the positive qualities of the personality, allow you to correct the negative ones.
The development of personal competencies occurs when using project methods that help integrate the acquired knowledge in the study of various disciplines.
When performing professionally oriented tasks, the following increases:
- level of interest in professional activities;
- the speed of adaptation, the methodology is most important to apply in the process of adaptation of new personnel.
Individual and collective forms of training are developed by HR specialists. If it is necessary to develop the personal qualities of employees, it is rational to apply psychological training that helps to master and determine which way of behavior is most productive when a particular situation arises.
It should be taken into account that in the formation of personal competencies, collective forms of education and training have the greatest effect. The number of interpersonal and social connections between employees is increasing. This increases cohesion, mutual assistance and understanding, teaches to understand and listen to the interlocutor and take into account the opinions of others. With the stimulation of business and professional communication, communicative competence also develops.
Creative tasks contribute not only to learning, but also to the integration of skills and knowledge gained during vocational training. The direction of such a process develops , increases the general orientation of all processes of labor activity.
How is the formation of social and personal competencies carried out
The formation and development of social and personal competencies are inextricably linked with the development of basic and professional. In psychology, special attention is paid to education and development in the formation of the human psyche. They do not deny the role of heredity in the development of certain qualities.
Training is aimed at stimulating the development of the individual. When receiving a professional education, the formation of self-awareness, the accelerated development of the personality takes place. Moral and aesthetic feelings develop, character stabilizes. It is during this period that social functions are laid: civil, professional and labor.
The process of forming social and personal competencies takes a lot of time and includes the following types of competencies:
personal or personal, which is expressed in the preservation of mental and physical health, self-knowledge, self-development, striving ;
communicative, helping to master the skills of oral, written communication, ensuring readiness for cooperation, mastering the techniques of interpersonal and professional communication;
informational, including knowledge of multimedia technologies, understanding of the possibilities of their application, development of a critical attitude to all types of information.
The structure of personal competencies includes such qualities as:
- organization;
- learnability;
- responsibility;
- self-control;
- realization of personal potential;
- call of Duty;
- self-planning;
- the need to realize internal potential;
- tolerance;
- tolerance;
- humanity, etc.