Other adequate “acquisitions” characteristic of each stage can be given.

Two stages and “acquisitions” illustrating them are given.

Two stages and one “acquisition” are given OR one stage and one acquisition OR stages are not specified, but two “acquisitions” are given.

Two stages are given without “acquisition” OR stages are not specified, but one “acquisition” is given.

One step is given without "acquisition" OR

Wrong answer.

Maximum score

The author notes: “...New needs and motives, as well as their subordination, arise in the process not of assimilation, but of experience , or residence..." Explain the author's idea. Based on knowledge of the course, your own life experience and social practice, give two manifestations of the emergence of new needs and motives of the individual.

Points

The correct answer may include the following: elements:

1) explanation , For example:

Author emphasizes that a person can acquire new motives and needs only through gaining moral experience, emotional empathy, feeling and living every situation in life. Mere accumulation of knowledge and an idea of ​​action is not enough. It is not enough to know; it is important to empathize and sympathize emotionally.

2) given two manifestations , let's say:

– only after experiencing a personal life drama, the loss of loved ones, conflicts with friends, betrayal of friends, a person is able to truly understand and empathize with the misfortune of another;

– a person may have speculative ideas about good and evil, but it is important to find himself in a situation of choice, when the person himself has to make a decision: whether to compromise with his conscience or not, to commit a shameful act or not; It is precisely this moment that will be decisive for the formation of the moral experience of the individual.

A different explanation may be given, other manifestations may be indicated.

An explanation is given, two manifestations are given.

An explanation is given, one manifestation is given OR the explanation is given implicitly, but two manifestations are given.

An explanation OR one manifestation is given.

Wrong answer.

Maximum score

What meaning do social scientists put into the concept "human activity"? Using your social science course knowledge, write two sentences containing information about human activity.

Points

elements:

1) meaning of the concept , for example: “human activity is a purposeful, conscious activity of a person, putting forward as a goal the satisfaction of various needs, the transformation of the forces and substances of nature.”

Another definition that is similar in meaning may be given.

2) two sentences with information about human activity based on course knowledge, for example:

“Human activity is transformative and creative in nature, only man is capable of creating something that has no analogues in nature.”

– “Only through activity can intellectual, creative qualities of a person, his moral potential, personal resources.”

Any other sentences that contain correct information about human activities can be made.

The meaning of the concept is revealed and two sentences are composed containing information about the corresponding social object.

The meaning of the concept is revealed and one sentence is compiled containing information about the corresponding social object

OR the meaning of the concept is not explicitly disclosed, but is presented in two composed sentences, indicating that the graduate knows the social science content of this concept.

The meaning of the concept is revealed, sentences are not drawn up,

OR the proposals are composed without the involvement of social science knowledge,

OR social science knowledge in the composed sentences is not involved in the context of the concept under consideration,

OR the meaning of the concept is not explicitly disclosed, one sentence is drawn up containing information about the corresponding social object,

OR the answer is incorrect.

Maximum score

Scientists claim that in almost every profession, every type of activity, a person is able to act creatively and create something new. Give any three types of human activity and the creativity manifested in it.

Points

The response must contain the following elements:

Three type of activity And creativity manifested in her, let's say:

1) the activity of a scientist (for example, the discovery of a new substance by a chemist and the study of its properties);

2) the activities of an architect (for example, developing a project for the development of a new quarter using innovative ideas, new materials, environmental standards);

3) the activities of the teacher (for example, the use of proprietary innovative methods of teaching the subject, which made it possible to improve the quality of knowledge and skills of students).

Other activities and other examples may be given.

Three types of activities and examples illustrating them are given.

Two types of activities and examples illustrating them are given.

One type of activity and an example illustrating them are given.

One type of activity is given without an example, OR one example, OR the answer is incorrect.

Maximum score

Russian publicist and thinker of the 19th century. wrote:

“A living person carries in his spirit, in his heart, in his blood the life of society: he suffers from its ailments, is tormented by its sufferings, blooms with its health, blissful with its happiness, outside of his own, his personal circumstances.”

Points

The correct answer must contain the following elements:

Formulated three explanations of the connection between man and society , For example :

1) a person “suffers from the ills of society,” for example, in fascist Germany many Germans supported Hitler and his activities, or silently accepted what was happening without trying to resist, thereby becoming accomplices of the fascists;

A person “suffers from the suffering of society,” for example, at the beginning of the 20th century, many representatives of the intelligentsia were aware of the crisis state of society, the failure of the autocracy, were in a painful search for a way out, and were thinking about what to do. In this case, different solutions were found, they went into the revolution, into the liberal opposition, the split and turmoil of the country were transferred to the minds and souls of individual people;

A person “blooms with the health of society, blissfully enjoys its happiness,” for example, there are times of general joy, triumph, unity of a person with society as a result of some common victories, for example, every soviet man was involved in the victory over fascism and the first manned flight into space. In this case, the joy of society becomes the joy of the individual.

Other explanations (arguments) may also be provided.

Three explanations (arguments) are given.

Two explanations (arguments) are given.

One explanation (argument) is provided.

The answer is incorrect.

Maximum score

You are instructed to prepare a detailed answer on the topic “Activity and its role in the development of human personality”. Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

Points

When analyzing the answer, the following are taken into account:

– the correctness of the wording of the plan items in terms of their compliance with the given topic;

– compliance of the structure of the proposed answer with a plan of a complex type.

One of the options for a plan for covering this topic:

1) The concept of activity.

2) Distinctive features of human activity (differences between human activity and animal activity):

a) purposefulness;

b) awareness;

c) presentation of an ideal result model;

d) transformative, creative nature.

3) Main types of human activities:

a) gaming;

b) educational;

c) labor.

4) Spiritual and practical activities and their manifestations in society.

a) spiritual activity (research, prognostic, cognitive, value-oriented);

b) practical activities (material and production, social and transformational).

5) Activity and communication.

6) Activity and creativity.

7) The role of activity in transforming a person’s natural inclinations into abilities.

A different number and (or) other correct wording of points and sub-points of the plan is possible. They can be presented in nominative, question or mixed form.

The wording of the plan items is correct and reflects the content of the topic. The structure of the response corresponds to a complex type plan.

Individual points of the plan do not reflect the content of the topic. The structure of the response corresponds to a complex type plan.
OR
The wording of the plan items reflects the content of the topic. The structure of the answer does not fully correspond to the complex type plan (there is no specification of individual points).

Maximum score

By completing task C9, you can demonstrate your knowledge and skills in the content that is more attractive to you. For this purpose, select only one from the statements below

Select one from the statements proposed below, reveal its meaning by identifying the problem posed by the author (the topic raised); formulate your attitude towards the position taken by the author; justify this relationship.

When expressing your thoughts on various aspects of the problem raised (designated topic), when arguing your point of view, use knowledge, received while studying a social studies course, corresponding concepts as well as facts of social life and personal life experience:

Social Psychology

“They say that a person is physically renewed every seven years. Isn’t a person spiritually renewed even more often? How many people die in one person before he himself dies?” ()

Social Psychology

“People who live alone are sometimes said: “They don’t like company.” In many cases, this is the same as saying about someone: “He doesn’t like to walk,” just because the person is not inclined to wander around at night. through robber dens." (N. Chamfort)

Social Psychology

“When people come into close contact with each other, their behavior resembles porcupines trying to keep warm in the cold winter night. They are cold, they press against each other, but the more they do this, the more painfully they prick each other with their long needles. Forced to separate because of the pain of the injections, they come together again because of the cold, and so on all night long” (A. Schopenhauer)

Social Psychology

“Whoever has not studied man in himself will never achieve deep knowledge of people" ()

Social Psychology

"…Most best person the one who lives primarily by his own thoughts and other people's feelings is the worst kind of person - who lives by other people's thoughts and his own feelings. From the various combinations of these four foundations, the motives of activity, all the differences between people, all the complex music of characters. People who live only by their feelings are animals.” ()

Social Psychology

“...My life experience has convinced me that people who have no shortcomings have very few virtues.” (A. Lincoln)

Social Psychology

“...I will never penetrate into the images and experiences of other people. I cannot even ascertain whether red is also red for another; it is possible that he uses the same word to describe a sensation of a completely different quality!” ()

Social Psychology

Each person is a world that is born with him and dies with him; lies under every gravestone The World History"(G. Heine)

Social Psychology

No one can tell whether he is poor or rich by looking at his income and expenses ledger. What makes a man rich is his heart. Wealth is determined not by what a person has, but by what he is” (G. Beecher)

Social Psychology

Man is a living contradiction and, as such, a living mystery.” ()

Among the criteria by which the completion of task C9 is assessed, criterion K1 is decisive. If the graduate, in principle, did not reveal (or revealed incorrectly) the meaning of the statement, that is, did not identify the problem (the topic put forward) sent by the author, and The expert gave 0 points for criterion K1, then the answer is not checked further. For the remaining criteria (K2, K3), 0 points are given in the protocol for checking tasks with a detailed answer.

Criteria for assessing the answer to task C9

Points

Revealing the meaning of a statement

The meaning of the statement is revealed, OR the content of the answer gives an idea of ​​​​its understanding.

The meaning of the statement is not revealed, the content of the answer does not give an idea of ​​​​its understanding.

Presentation and explanation of the graduate’s own position

The graduate’s own position is presented and explained

The graduate’s own position is presented without explanation (simple agreement or disagreement with the judgment of the author of the statement) OR the graduate’s own position is not presented.

The nature and level of the judgments and arguments presented

Judgments and arguments are revealed based on theoretical principles, conclusions and factual material. During the discussion, several aspects of the problem are revealed.

When revealing several aspects of a problem (topic), judgments and arguments are given based on theoretical principles and conclusions, but without using factual material

OR One aspect of the problem (topic) is revealed and an argument is given based on theoretical principles and factual material

OR When revealing several aspects of a problem (topic), judgments and arguments are given based on factual material, but without theoretical provisions and conclusions.

OR Several aspects of the problem are revealed with a lack of factual or theoretical argumentation

Several aspects of the problem (topic) are listed without argumentation

OR Only one aspect of the problem (topic) is touched upon, only factual or only theoretical argumentation is given.

Only one aspect of the problem (topic) is touched upon without argumentation.

OR Arguments and judgments do not correspond to the thesis being substantiated.

Maximum score

Section “Spiritual Culture”

PART A

For tasks A1–A20, circle the number of the correct answer.

Which concept generalizes and unites the rest in meaning?

culture

In which sentence is the concept of “culture” used in the broadest sense of the word?

He did not greet his acquaintances; this is a manifestation of an extremely low level of culture.

Culture includes the totality of all the results of human transformative activity.

In the middle reaches of the Dnieper, burials and remains of settlements related to the Trypillian archaeological culture were discovered.

The medieval culture of Europe was characterized by conservatism, scholastic ideas, and the spiritual dominance of the Christian church.

P. studies ancient chronicles and manuscripts of ancient authors. While working in one of the archives, P was able to discover previously unknown sources telling about the life and activities of Prince Andrei Bogolyubsky. M.’s activities are classified as follows: cultural sphere How

education

art

What distinguishes art from other forms of culture is the property -

formation of a theocentric picture of the world

reflection material world through artistic images

putting forward hypotheses, conducting experiments

building a coherent logical system of evidence

The formerly famous poet of the sixties returned from emigration to his homeland. The style in which most of his poems were written has always been recognized as innovative. His creative evening took place in a small hall of the local history museum, which brought together a small circle of experts and admirers of his work. What type of culture is the film a product of?

mass

popular

traditional

elitist

What sign distinguishes modern science from the science of past times?

the desire to understand the essence of natural and social phenomena.

putting forward hypotheses about the origin of the Universe, the emergence of the Earth.

the use of computer modeling methods in many studies

building a rationalistic, logically harmonious picture of the universe.

Which sign distinguishes world religions from national and local religions?

searching for answers to questions about the meaning of human existence, the afterlife and the eternity of the spirit

putting forward certain moral principles, prohibitions and regulations

openness, lack of attachment to a particular ethnicity

uniting believers into a community, facilitating communication and interaction between them

The Russian poet and philosopher wrote: “The artist is the focus of consciousness of things and phenomena reflected in him.” What specific line does the author emphasize art?

reflection in art, first of all, of the sensual, irrational side of knowledge of the world

representation of objects and phenomena of the objective world in subjective figurative form

natural conformity of works of art, use of natural objects

special symbolism and iconicity manifested in the creation of works of art

Sociological scientists in the country of V. conducted a study. The study involved a survey of citizens of different ages. Respondents (citizens participating in the survey) were asked the question: “Which area of ​​culture, in your opinion, most influences the formation of the spiritual world of an individual?”

The results obtained from the survey (in%) are presented in the diagram:

What conclusion can be drawn based on the data in the diagram?

The importance of morality in modern society, judging by the survey data, is significantly underestimated compared to other areas of culture.

Respondents consider the role of art to be more important than the role of science.

Science and religion, according to respondents, are almost equal in the degree of influence on the individual.

In the age of scientific and technological progress, science, according to the majority of respondents, has become a leading factor in the formation of the spiritual world of people.

Are the following judgments about ethics true? modern science and responsibility of scientists?

A. The power of modern science and the capabilities of scientists are so great that they need to remember the moral boundaries of their research activities.

B. Scientists need to take a particularly responsible approach to research into the human psyche and intellectual resources, since any impact on these processes can be unpredictable.

only A is correct

only B is correct

both judgments are correct

both judgments are wrong

Three of the statements below are objective DATA, and one is subjective OPINION. Which statement is an opinion?

The country's leadership has approved a comprehensive program for modernizing education, “Our New School.”

It provides for the introduction of a new financing system educational institutions and new approaches to certification of teaching staff.

Many provisions of the renewal program, however, are highly controversial and ambiguous in their consequences.

Teachers fear that as a result of the transition to new system wages, they will lose their independence and will be completely dependent on the decision of the school director.

History teachers from the beginning school year began to attend new one-year courses at the regional Institute for Advanced Training of Teachers. What level of education does the institution where the teachers are trained belong to?

additional professional education

postgraduate education (postgraduate studies)

Are the following judgments about the spiritual sphere of society's life true?

A. Phenomena and manifestations of spiritual life are science, religion, art and morality.

B . The spiritual sphere of society’s life develops in isolation, apart from other spheres, without being influenced by economics and politics.

only A is correct

only B is correct

both judgments are correct

both judgments are wrong

In The sociological service of the country V. conducted a survey among the population. Respondents - parents were asked to answer the question: “How do you feel about the possibility of introducing a religious subject into the basic curriculum of the school as a compulsory subject and dividing students into groups based on religious grounds?”

As a result of the survey, the following data were obtained (in%) presented in table:

Answer options

I admit the possibility of teaching something like this

subject only as part of an elective course at the request of the graduate and with parental consent

I consider secular education preferable, the implementation of moral education and education through increasing the share of social and humanitarian subjects

I support the idea of ​​introducing religious course, as it will help strengthen moral principles in society

What conclusion can be drawn based on the data?tables?

Over the course of two surveys, the majority of respondents spoke in favor of the fact that freedom of conscience is not relevant, and it is more important to present the basics of religious doctrine as part of compulsory courses.

The number of those who believe that religious subjects should be studied as an elective has increased significantly.

The number of parents who believe that religious education, to a greater extent than secular education, can influence the moral character of young people has increased.

The number of supporters of secular education and the separation of school and church has increased slightly.

Are the following statements about education true?

And Education, school in the broad sense of the word, today is an indispensable condition for building a successful career.

B. Modern society dictates new requirements for education, the most important of which is the idea of ​​continuity of education, the ability for a person to choose various educational trajectories throughout his adult life.

only A is correct

only B is correct

both judgments are correct

both judgments are wrong

Having entered the tenth grade, student T. chose several specialized elective courses on various subjects. He is most interested in social and human sciences, so he will take some additional courses in philosophy, sociology, jurisprudence, and history. At what level of education is student M.?

primary vocational education

basic general education

complete (secondary) general education

secondary vocational education

Are the following statements about the world's religions true?

“The Council of Entrepreneurs of the Region has allocated special scholarships for students of a technical lyceum that trains turners, millers and mechanics, the most in-demand blue-collar professions in the region.”

“The city authorities decided to combine the two schools into a large educational center, strengthening its staff with experienced teachers.”

"Regional Institute for Advanced Studies and professional retraining teachers announced recruitment for training courses for teachers to work with interactive whiteboards and multimedia."

“The city children's and youth sports school has begun enrolling children in taekwondo groups.”

“An annual grant in the field of education was received by a multidisciplinary city gymnasium that implements a number of innovative educational programs”

"Oldest art school the region is in disrepair; Numerous appeals from the board of trustees to the administration of the regional head have so far remained unsuccessful.”

Answer: ____________________

Answer: 346

Read the text below, each position of which is numbered.

(1) The scientific community cannot remain indifferent to a number of studies related to the cloning of living organisms. (2) Today, more than ever, the responsibility of people of science for the products and results of their activities is great. (3) Many scientific institutes and groups have already announced animal cloning experiments. (4) One of the most famous cloning experiments is the creation of a sheep named Dolly in Great Britain.

Determine which provisions of the text are

A) factual nature

B) the nature of value judgments

Answer: BBAA

Read the text below, in which a number of words are missing.

According to research, in a number of regions of the country, up to 50% of university graduates and up to 64% of graduates of secondary specialized educational institutions change their _______________(1) immediately after graduation. A huge number of young people are forced to re-solve the problem of organizing their professional career. For these reasons, it is necessary to promote _______________(2) throughout a person's life with all its advantages - flexibility, variety and accessibility in time and space. Such education, in addition to _______________(3) to changes in professional activity, continuous development of human _______________(4), knowledge and skills, ability to make judgments and take action various actions, should allow a person to understand himself and environment, to facilitate the fulfillment of his social role in the process of work and life in society.

_______________(5) is the process of growth of an individual’s educational (general and professional) potential throughout life, organizationally supported by a system of state and public institutions and corresponding to the needs of the individual and society. It involves many _______________(6) - basic and parallel, basic and additional, state and public, formal and informal.

Select one word after another, mentally filling in each gap with words. Please note that there are more words in the list than you will need to fill in the blanks.

continuing education

profession

humanity

personality

education concept

adaptation

educational structures

ethical standards

Answer: BEZHGAZ

Select specific ones from those offered features and characteristics of modern science, distinguishing it from the science of past eras:

Science strives to comprehend the true essence of objects and phenomena of the material world.

Science has come very close to the point beyond which it is possible to significantly influence the climate on the planet and geophysical processes.

Ethical issues have become especially urgent scientific research, the discovery of special impulses capable of influencing the human brain entails unpredictable consequences.

The materials on the modernization of education proclaim the competency-based approach as one of the important conceptual provisions for updating the content of education. Referring to the world educational practice, the authors of the modernization strategy argue that the concept of “key competencies” acts as a central, a kind of “nodal” concept, since it has an integrative nature, unites knowledge, skill and intellectual components of education. At the same time, it is emphasized that the concept of the competency-based approach contains the ideology of interpreting the content of education, formed “from the result” (“output standard”). The goal of the competency-based approach is to ensure the quality of education.

In domestic pedagogy and psychology, the definition and composition of these units of renewal of professional education are contained in the works of V. I. Bidenko, I. A. Zimnyaya, G. I. Ibragimov, V. A. Kalney, A. M. Novikov, M. V. Pozharskaya, S.E. Shishov, A.V. Khutorskoy and others.

The competency-based approach is clearly outlined in the works of domestic psychologists V.V. Davydov, P.Ya. Galperin, V.D. Shadrikov, P.M. Erdniev, I.S. Yakimanskaya. Orientation towards mastering generalized knowledge, skills and methods of activity was leading in their work. It should be noted that their developmental learning models also included the content educational materials and technologies for the formation of these generalized units of learning. Summarizing research on this issue, I. A. Zimnyaya identified three stages in the development of the competency-based approach.

The first approach (1960–1970) is characterized by the introduction of the category “competence” into the scientific apparatus, the creation of prerequisites for distinguishing the concepts of competence/competence.

The second stage (1970 – 1990) is characterized by the use of competence / competency categories in the theory and practice of teaching mainly the native language, as well as in the field of management and management. Foreign and domestic researchers identify different competencies/competencies for different types of activities. Thus, J. Raven identified 37 competencies that are in demand in modern society.

The third stage (1990 – 2001) of the approval of the competency-based approach is characterized by the active use of the category competence / competencies in education. UNESCO materials provide a range of competencies that are considered as the desired outcome of education. In 1996, the Council of Europe introduced the concept of “ core competencies”, which should contribute to the preservation of a democratic society, multilingualism, and meet the new requirements of the labor market and economic transformations.

A. V. Khutorskoy notes that the introduction of the concept of “competence” into teaching practice will make it possible to solve a problem typical for Russian higher education, when students, having mastered a set of theoretical knowledge, experience significant difficulties in implementing them when solving specific tasks or problematic situations. Educational competence does not imply the acquisition by students of individual knowledge and skills, but their mastery of a complex procedure in which the corresponding set of educational components is determined for each identified area. The peculiarity of pedagogical goals for the development of competencies is that they are formed not in the form of the teacher’s actions, but from the point of view of the results of the student’s activities, i.e., his advancement and development in the process of mastering certain social experiences.

Summary of research conducted in Western Europe on the problem of key constructs, shows that there is no generally accepted definition of them. These include key qualifications (Germany), basic skills (Denmark), key skills (UK). An analysis of the proposed structures and a list of these constructs shows that one of them relates to competence - broad general educational, political and metacultural awareness, others indicate abilities in the field of performing a wide range of generalized actions - competencies, and others characterize the social and professional qualities of students and workers. Thus, the whole variety of new integrative units of education can be reduced into three groups: competencies, competencies, educational-cognitive and socio-professional qualities (or meta-qualities).

It seems that the implementation of a competency-based approach based on international experience and ignoring achievements national pedagogy and psychology is not justified. It should also be borne in mind that when scientifically substantiating the integral constructs of education, foreign scientists relied on the works of P. Ya. Galperin, A. N. Leontiev, S. L. Rubinstein.

The competency-based approach is a priority orientation towards goals - vectors of education: learning ability, self-determination (self-determination), self-actualization, socialization and individual development. Fundamentally new meta-educational constructs act as instrumental means of achieving these goals: competencies, competencies and meta-qualities.

Meta-qualities are abilities, qualities, personality traits that condition and determine the productivity of a wide range of educational, cognitive, social and professional activity person.

What are these abilities, qualities and personality traits? In modern post-industrial society, the social and professional functions of workers have changed significantly; Such qualities as learning ability, organization, independence, communication, self-regulation, responsibility, practical intelligence, reliability, ability to plan, self-control, etc. turned out to be in demand.

When determining the structure of meta-qualities, one should determine the conceptual provisions of personality psychology.

In Russian psychology, personality is viewed as an open, purposeful dynamic system, characterized by multidimensionality and hierarchy. In it, B. F. Lomov identifies three main functional subsystems:

cognitive, which includes cognitive processes: perception, memory, thinking, imagination;

regulatory, including emotional-volitional processes and ensuring the subject’s ability to self-regulate activities, self-control to influence the behavior of other people;

communicative, which is realized in communication and interaction with other people.

An integrative characteristic of an active personality are abilities, individual psychological characteristics that determine the success of an activity or a series of activities. There are general and special abilities. D.N. Zavalishina following B.M. Teplov connects general abilities with ways of performing leading forms of human activity, and special abilities with individual types of activity.

Summarizing these two provisions, we can distinguish two groups of meta-qualities:

wide range of functioning, in demand when performing various types of educational, cognitive and social-professional activities. These include cognitive, regulatory and communicative qualities;

narrow range of action - meta-professional qualities necessary when performing groups of professions: person - person, person - technology, person - nature, etc.

The first group of qualities includes observation, attentional, imaginative, mnemonic, mental qualities, efficiency, reliability, responsibility, organization, independence, social and professional mobility, etc.

The second group of meta-professional qualities is divided into groups of professions. Thus, for the group of socionomic professions of the “person-to-person” type, such qualities as empathy, reflexivity, tolerance, attractiveness, assertiveness, sociability, social intelligence and etc.

From the characteristics of the constructs, their close relationship follows. All of them include knowledge, skills, as well as motivational and emotional-volitional components. Their relationship is shown schematically in Fig. 1.

Fig.1. The relationship between the leading constructs of the competency-based approach.

Determining the structure and composition of competencies, competencies and meta-qualities, designing on their basis state educational standards for general, primary, secondary and higher education, design of basic curricula, determination of technologies for the formation of new educational constructs, development of monitoring educational process and student development.

Metaprofessional education becomes a psychological guideline when constructing diagnostic tools for professional selection of optants, determining the professional suitability of specialists, and personnel certification.

The target orientation of vocational education towards the final result has necessitated the design of occupational standards. Meaning-forming units professional standards can and should become key constructs of education. The formation of these constructs among trainees (students) will help strengthen the fundamental training of specialists. An important place in the implementation of the competency-based approach belongs to the technology of self-regulated learning and developing educational technologies.

These include:

cognitively oriented technologies: dialogic teaching methods, seminars-discussions, problem-based learning, cognitive instruction, cognitive maps, instrumental-logical training, reflection training, etc.;

activity-oriented technologies: methods of projects and guiding texts, contextual learning, organizational and activity games, complex (didactic) tasks, technological maps, simulation and game modeling of technological processes, etc.;

personally oriented technologies: interactive and simulation games, development training, etc.

Thus, a competency-based approach is an important condition for ensuring continuing education, and its meaning-forming constructs act as specific goals of general and vocational education.

Lebedev O.E. Competence-based approach in education//School technologies.-2004.-No.5.-P.3-12.

The concepts of “competency-based approach” and “key competencies” have become widespread relatively recently in connection with discussions about the problems and ways of modernization Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including school education, due to changes occurring in society.

Now large scientific-theoretical and scientific-methodological works have already appeared, which analyze the essence of the competency-based approach and the problems of forming key competencies, for example, the monograph by A.V. Khutorskoy “Didactic heuristics. Theory and technology of creative learning”, book “Modernization of the educational process in primary, secondary and high school: solutions”, written by a group of authors edited by A.G. Kasprzak and L.F. Ivanova.

The conceptual apparatus characterizing the meaning of the competency-based approach in education has not yet been established. Nevertheless, some significant features of this approach can be identified. The competency-based approach is a set of general principles for determining the goals of education, selecting the content of education, organizing the educational process and assessing educational results. These principles include the following:

The meaning of education is to develop in students the ability to independently solve problems in various areas and types of activities based on the use of social experience, an element of which is the students’ own experience.

The point of organizing the educational process is to create conditions for the formation of experience among students independent decision cognitive, communicative, organizational, moral and other problems that make up the content of education.

The assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of education.

To discuss the problems of the competency-based approach in education, it is necessary to answer questions about what changes in society led to the search for a new concept of education and why the existing approach to determining the goals and content of education does not allow for its modernization. At the same time, we note that the concept of modernization of education cannot be reduced to a specific program designed for the period until 2010. Modernization of education, i.e. ensuring its compliance with the needs and capabilities of society has always been carried out - to one degree or another. This measure depends on the ability of the education system to change, and this ability itself is largely determined by the approach to setting goals, selecting content, organizing the educational process, and assessing the results achieved.

The main change in society that affects the situation in the field of education is the acceleration of the pace of development of society. As a result, the school must prepare its students for a life about which the school itself knows little. Children who entered first grade in 2004 will continue to work until approximately 2060. What the world will be like in the middle of the 21st century is difficult to imagine not only for school teachers, but also for futurologists. Therefore, the school must prepare its students for change, developing in them such qualities as mobility, dynamism, constructiveness.

New requirements for school graduates in the labor market can now be most accurately determined. Many ideas of the competency-based approach emerged as a result of studying the situation on the labor market and as a result of determining the requirements that arise in the labor market in relation to the employee. Ten years ago, a report by World Bank specialists on the development of Russian education was prepared and published. This report noted many of the advantages of the Soviet education system, but it was noted, in particular, that in a changing world the education system should form such a quality as professional universalism - the ability to change spheres and methods of activity. Further research in the field of the labor market led to a formula that can be defined as follows: a transition from a good specialist to a good employee is necessary.

The concept of “good employee”, of course, includes the qualities of a good specialist, i.e. certain special, professional preparedness. But a good employee is a person who can work in a team, can make independent decisions, is proactive, and capable of innovation.

One of the requirements for a “good employee” is defined as follows: if earlier an employee was required to have strong muscles, now he is required to have strong nerves: psychological stability, readiness for overload, readiness for stressful situations, the ability to get out of them.

In Russian conditions, the requirement of readiness for change is concretized in the requirements of preparing students for life in a situation of transition to a civil society with a market economy. In this regard, we note that such preparation cannot be ensured by mastering a certain number of economic and political concepts. What is required is the development of the ability to make choices, effectively use limited resources, compare political declarations with political practice, the ability to negotiate and many other abilities necessary for living in a rapidly changing society.

Another change in society, which also significantly affects the nature of social requirements for the education system, including schools, is the development of informatization processes. One of the consequences of the development of these processes is the creation of conditions for unlimited access to information, which, in turn, leads to the complete loss of the school’s monopolist position in the field of general educational knowledge. Another consequence: in conditions of unlimited access to information, the winners will be those (people, organizations, countries) that are able to quickly find the necessary information and use it to solve their problems.

But why is the existing education system unable to respond to the challenge of the time and why, in connection with this, it is necessary to change the very approaches to determining the goals of education, its content, and the organization of the educational process itself?

The school has always strived to respond to changes in society, changes in social requirements for education. This reaction was expressed, first of all, in changes in curriculum in academic subjects - both in connection with achievements in natural sciences, and in connection with ideological changes in society. Another way to respond to new social demands was to supplement curriculum new items. At different stages of development school education Labor training, industrial training, basic military training, and the course “Ethics and Psychology” were introduced into the curriculum. family life", course "Constitution of the USSR", life safety, computer science and other disciplines.

Both of these directions are focused on the extensive development of the school, on increasing the volume of educational material studied. The extensive path of school development is a dead-end path, because the time resources that can be allocated to school education will always be limited. In addition, it is impossible to achieve a new quality of education (new educational results that meet the needs of the development of society) by increasing the volume of knowledge and even by changing the content of knowledge in individual subjects.

It is necessary to use another way - changing the nature of connections and relationships between academic disciplines.

Connections and relationships between academic subjects are determined primarily by the content of the goals of general education, the relationship between the general goals of school education and the goals of studying academic disciplines.

As you know, goals are understood as expected results of activities, in in this case- educational. The difference in approaches to defining the goals of school education lies in understanding the essence of the expected result. In the traditional approach, educational goals are understood as personal formations that are formed in schoolchildren. Goals are usually formulated in terms that describe these new formations: students must master such and such concepts, information, rules, skills, they need to form such and such views, qualities, etc. This approach to setting educational goals is quite productive, especially in comparison with the common practice of identifying pedagogical goals and pedagogical tasks, when goals are formulated in terms that describe the actions of the teacher (reveal, explain, tell, etc.).

However, the definition of educational goals through the description of students’ personal developments comes into conflict with new social expectations in the field of education. The traditional approach to defining the goals of education focuses on maintaining the extensive path of school development. From the standpoint of this approach, the more knowledge a student acquires, the better, the higher the level of his education.

But the level of education, especially in modern conditions, is not determined by the volume of knowledge or its encyclopedic nature. From the perspective of the competency-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use acquired knowledge. With this approach, the goals of education are described in terms that reflect the new capabilities of students and the growth of their personal potential. In the first case, the goals of education model the result, which can be described by answering the question: what new does the student learn at school? In the second case, the answer to the question of what the student will learn over the years of schooling is assumed.

In both the first and second cases, the development of certain personal qualities, primarily moral, and the formation of a value system are considered as the “final” results of education. There may be different views on what personality traits and what value orientations need to be formed in modern schoolchildren, but these differences do not have a close connection with the approach to determining the goals of education. The differences in these approaches are associated with differences in ideas about the ways of forming value orientations and personal qualities of students. The traditional approach to defining goals assumes that personal results can be achieved through acquiring the necessary knowledge. In the second case, the main way is to gain experience in solving problems independently. In the first case, problem solving is considered as a way of consolidating knowledge, in the second - as the meaning of educational activity.

From the perspective of the competency-based approach, the main direct result of educational activities is the formation of key competencies.

The term “competence” (translated from Latin - compliance, proportionality) has two meanings: the terms of reference of an institution or person; range of issues in which a given person has knowledge and experience. Competence within the topic under discussion indicates the level of education. In one of the pedagogical discussions on the competency-based approach, the following definition was proposed: Competence is the ability to act in situations of uncertainty.

If we proceed from this definition when analyzing the achieved level of education (as the main educational result), we can distinguish its following characteristics: field of activity; degree of uncertainty of the situation; the ability to choose a method of action; justification of the chosen method (empirical, theoretical, axiological). The higher the level of education of a person, the wider the scope of activity and the higher the degree of uncertainty of situations in which he is able to act independently, the wider the range of possible methods of activity he knows, the more thorough the choice of one of these methods. From this point of view, the student’s ability to reproduce in a learning situation a large volume of material that is complex in its content cannot be considered as a sign of a high level of his education.

A comprehensive school is not able to develop a level of student competence sufficient to effectively solve problems in all areas of activity and in all specific situations, especially in a rapidly changing society in which new areas of activity and new situations appear. The goal of the school is to develop key competencies.

Under key competencies in relation to school education understands the ability of students to act independently in a situation of uncertainty when solving problems that are relevant to them. This ability can be realized outside of school education.

Let us note several features of this understanding of key competencies formed by the school. Firstly, we are talking about the ability to act effectively not only in academic, but also in other areas of activity. Secondly, we are talking about the ability to act in situations where there may be a need to independently determine solutions to a problem, clarify its conditions, search for solutions, and independently evaluate the results obtained. Thirdly, we mean solving problems that are relevant to schoolchildren.

In connection with the last remark, let us pay attention to one of the essential characteristics of educational goals. It was said above that these goals reflect expected results of educational activities. The question arises: expected by whom? It is understood that the desired results of educational activities are expected by teachers.

In this case, educational goals are identified with pedagogical ones. How true is this? It is known that pedagogical goals are implemented in the activities of students. A necessary condition for the implementation of pedagogical goals is the mutual correspondence of the goals of teachers and the goals of students, and with each new generation of students, the importance of this factor increases, because each new generation of schoolchildren becomes more independent, more independent of the views and judgments of adults.

Educational goals (or school goals) can become a significant factor in the effectiveness of educational activities if they model results that meet the expectations of both teachers and students. These may be different, although not alternative, expectations. Genuine pedagogical goals are always focused on the long term, on creating conditions for personal self-development. Students' goals are always focused on the short term, on a specific result that ensures success now or in the near future. Naturally, with age, the scope of students' goals changes, although their pragmatism inevitably remains.

With the traditional approach to defining the goals of education, pedagogical goals in practice are concentrated on the immediate results of learning - the assimilation of information, concepts, etc. These results may not be particularly valuable to students, so their goals may focus on achieving some formal indicators (a grade, a medal, ability to pass an exam, etc.).

A competency-based approach to defining the goals of school education makes it possible to coordinate the expectations of teachers and students. Determining the goals of school education from the perspective of a competency-based approach means describing the opportunities that schoolchildren can acquire as a result of educational activities.

The goals of school education, from this point of view, are as follows:

Teach to learn, i.e. teach how to solve problems in the field of educational activity, including: determining the goals of cognitive activity, choosing the necessary sources of information, finding the best ways to achieve a goal, evaluating the results obtained, organizing one’s activities, and collaborating with other students.

To teach to explain the phenomena of reality, their essence, causes, relationships, using the appropriate scientific apparatus, i.e. solve cognitive problems.

Learn to navigate key issues modern life- environmental, political, intercultural interaction and others, i.e. solve analytical problems.

"Teach to navigate the world of spiritual values,

reflecting different cultures and worldviews, i.e. solve axiological problems.

To teach how to solve problems related to the implementation of certain social roles (voter, citizen, consumer, patient, organizer, family member, etc.).

To teach how to solve problems common to various types of professional and other activities (communication, searching and analyzing information, decision making, organizing joint activities, etc.).

To teach how to solve problems of professional choice, including preparation for further education in educational institutions of the vocational education system.

Key competencies quite often mean only universal methods of activity, the mastery of which allows a person to understand the situation and achieve the desired results in his personal and professional life in the conditions of a particular society. In this case, goal setting is divided into two groups: basic goals plus goals for the formation of key competencies. This approach to goal setting can hardly be considered correct, corresponding to the general ideas of the competency-based approach.

Of course, the actual results of educational activities can also be the ability to decide typical tasks, and the ability to act according to a known algorithm. But these results cannot be the goal of school education: these are results that are additional to the main ones, intermediate, and cannot be put on a par with the results that are defined as key competencies.

It is possible that the universal ways of doing things discussed above should be defined as key skills (or key skills). In the same way, ways of solving problems associated with the implementation of certain social roles can be considered as functional skills, since the assimilation of these methods provides functional literacy.

Terminological problems will be resolved one way or another over time. The main thing is to set goals for school education so that they focus on increasing the level of education of school graduates. Increasing the level of education, which would correspond to modern social expectations in the field of education, should consist of:

In expanding the range of problems that school graduates are prepared to solve;

in preparation for solving problems in various fields of activity (labor, socio-political, cultural and leisure, educational, family, etc.);

in preparation for the decision various types problems (communication, information, organizational, etc.);

In increasing the complexity of the problems that school graduates are prepared to solve, including those due to the novelty of the problems;

In expanding the ability to choose effective ways to solve problems.

Such an increase in the level of education means achieving a new quality of education, which is what the program of its modernization is aimed at. The new quality of education lies in the new opportunities of school graduates, in their ability to solve problems that previous generations of graduates did not solve.

The ability to solve problems is not limited to mastering a specific set of skills. This ability has several components: motives for activity; ability to navigate sources of information; skills required for certain types of activities; theoretical and applied knowledge necessary to understand the essence of the problem and choose ways to solve it.

Proponents of the traditional approach to school education, which is often called “knowledge-based,” claim that modern discussions display an ironic attitude towards the necessary basis of education, which, from their point of view, is the amount of knowledge acquired by students. It should be noted that the competency-based approach to solving problems in school education does not at all deny the importance of knowledge. But it must be taken into account that knowledge can have different values ​​and that an increase in the volume of knowledge does not mean an increase in the level of education. Moreover, an increase in the level of education in some cases can be achieved only by reducing the amount of knowledge that schoolchildren are required to learn.

In this sense, school education can be compared to the construction process: you need building materials and the ability to build. The “knowledge” approach is focused on the accumulation of building materials. As a result, we get a warehouse of such materials and storekeepers who are able to release the necessary materials upon request. The competency-based approach is focused on building a house and developing the ability to effectively use building materials. As a result, we get builders who can build a house. Of course, this comparison is incorrect, but it reflects significant differences in the setting of educational goals.

The competency-based approach to determining the goals of school education also corresponds to the objective needs of students. At the same time, it also corresponds to the directions of teachers’ creative searches (at least in the last third of the 20th century). These searches were associated with the implementation of the ideas of problem-based learning, collaborative pedagogy, and person-centered education. All these ideas reflect attempts to solve the problem of motivating schoolchildren’s educational activities and to create a model of “learning with passion.” The competency-based approach allows you to avoid conflicts between students and teachers, which are inevitable when teaching under coercion.

Research shows that teachers usually formulate the goals of general education in terms of a student-centered approach, and the goals that teachers set in the classroom are usually of a narrowly utilitarian nature. At the same time, the focus on memorization, knowledge of individual formulas, information, dates, conclusions increases as they approach the final exams.

In this regard, the problem of managing pedagogical goal setting arises. It is clear that pedagogical goals are influenced by many factors - certification systems for students, teachers themselves, educational institutions; existing didactic and teaching materials; qualifications of teachers, etc. One of the essential means of managing pedagogical goal setting is determining the goals of studying an academic subject. Depending on the approach to defining the goals of an academic subject, they may relate differently to the general goals of school education.

Let us note that if we consider the formation of key competencies in schoolchildren as general goals, then we should keep in mind that these goals are achieved not only when studying academic subjects, but also “through” the entire organization of school life, “through” its connection with other significant aspects of schoolchildren's lives.

From this point of view, the educational process is not equal to the educational process. The educational process includes the educational process, additional education of children, their social and creative activities, and the practice of everyday school life. Therefore, the general goals of school education cannot be represented as a simple set of goals for studying academic subjects. At the same time, it is obvious that the study of academic subjects is of decisive importance for the goals of school education.

Typically, in the structure of the goals of an academic subject, several components are distinguished: knowledge acquisition; development of skills and abilities; relationship formation; development of creative abilities (the last component is not always highlighted). This structure of goals corresponds to ideas about the content of social experience that must be mastered at school. This approach to defining goals is easy to use if the content of education is predetermined. In this case, the educational results that can be obtained by mastering the content of education are specified.

From the standpoint of the competency-based approach, determining the goals of a subject should precede the selection of its content: first you need to find out why this educational subject is needed, and then select the content, the mastery of which will allow you to obtain the desired results. At the same time, it is necessary to take into account that some results can be obtained only through the interaction of an academic subject with other components of the educational process, and some results can only be achieved within the framework of the subject and they cannot (or are difficult) to obtain through the study of other subjects.

The first group of goals of the subject can be characterized as goals - intentions, in other words, as goals that determine the direction of movement, but not as goals that determine the result, the achievement of which is guaranteed by studying the subject. These are the goals of forming value orientations, worldviews, developing interests, forming needs and achieving other personal results, which depend on many different factors, including “extracurricular” ones.

The second group of subject goals includes goals that describe the “destination station”, those results that the school can guarantee the achievement of (naturally, under certain cognitive activity of the student himself and a number of other conditions). Within this group, four types of goals can be distinguished:

Goals modeling meta-subject results that can be achieved through the interaction of a number of subjects (for example, the formation of general educational skills, communication and other key skills, some functional skills);

Goals that define meta-subject results that can be achieved within the subject, but can be used in the study of other subjects or in other types of activities (for example, the formation of a reader as the goal of studying literature);

Goals focused on the acquisition of knowledge and skills that ensure the general cultural competence of students, their ability to understand certain problems and explain certain phenomena of reality;

Goals focused on the acquisition of knowledge and skills that are of fundamental importance for professional education of a certain profile.

It is necessary to make some explanations regarding the second type of goals, modeling meta-subject results, the achievement of which becomes the main meaning of studying the subject. During the scientific discussion, the idea was expressed that the meaning of studying philosophy is not knowledge of many philosophical systems, but the formation of the ability to philosophize. Naturally, in this case, skill does not mean any technique, but the ability to consider phenomena from a certain point of view, based, among other things, on specific knowledge of the history of philosophy.

A similar approach can be applied to defining similar goals in other disciplines. Thus, the main purpose of studying a school biology course may be to develop in schoolchildren the ability to observe, systematize, classify, chemistry - the ability to experiment, put forward and test hypotheses, geography - to systematically analyze the phenomena of reality, etc. There may be different understandings of such meanings, but in any case it is important to highlight them, because they will primarily determine the place of the academic subject in the general education system.

The general goals of school education and the learning goals of individual subjects are consistent in the curriculum. The teacher, in accordance with the program, plans the educational process, determining the topics of the lessons, and focuses on the requirements of the program and the tasks set out in it. In order to achieve a new quality of education, changes are needed in curricula ah, more precisely - in the very nature of these programs. In this regard, we will consider different approaches to curriculum development - traditional and competency-based.

With the traditional approach, subject programs are developed independently of each other. The connections between them are presented, at best, at the level of identifying general concepts. From the standpoint of the competency-based approach, programs in individual subjects should be considered as elements of the school’s educational program.

The educational program of a school cannot be reduced to a set of subject programs. It has a more complex structure. In the 90s of the last century, the experience of compiling educational programs. The explanatory notes to the programs formulated the general goals of school education and general requirements for the organization of the educational process. The educational programs included, in addition to subject areas, additional education programs. Attempts have been made to develop various types of educational programs that take into account the characteristics of the student population. Within the same school they could work on various educational programs, which created real opportunities for individualizing the educational routes of students (see: St. Petersburg School: educational programs / Edited by O.E. Lebedev. St. Petersburg: Special literature, 1999). Similar experience has accumulated in other regions.

The educational program of the scale is a program for achieving educational goals in the conditions of a given school. This approach to understanding the essence of the educational program led to the conclusion that it was necessary to create another essential element of the program. Since the general goals of education can only be achieved through the interaction of various subjects, the idea arose to develop supra-subject programs as programs for achieving specific meta-subject results.

The experience of developing such programs arose back in the Soviet school - this is the experience of drawing up a program for the formation of general educational skills. In the post-Soviet period, attempts are being made to create supra-subject programs aimed at achieving other educational results. Such programs can be designed for a separate level of school education and even for a shorter period of time. The general approach to the development of supra-subject programs is that each of them is a program for teaching schoolchildren to solve a problem that is relevant to them or to master skills that are significant to them.

Here are examples of over-subject programs: “Book” (teaching effective reading and choosing books), “Discussion”, “Literate buyer”, “Home” (how to use school knowledge in household chores), “First Aid”, “Instructions” (how to learn read the instructions, use them and make up the instructions yourself), “Elections”.

The super-subject program indicates: the key competencies for the formation of which it was compiled; subjects on which the program is implemented; types of cognitive and practical activities; forms of collaboration in various academic subjects (solving complex problems, completing projects, defending completed work in front of a group of specialists in different fields).

According to supra-subject programs, they work in lessons (and other types of classes) in ordinary school subjects through the selection of topics, plots, methods of activity, the totality of which ultimately makes it possible to obtain the desired meta-subject result and thereby go beyond educational standards. The content of super-subject programs is developed based on the needs of schoolchildren: the task of teachers is to determine through which subjects and how these needs can be satisfied.

The development of supra-subject programs can become one of the promising areas of innovative activity of educational institutions, since the content of these programs can and should take into account the characteristics of a particular school - the social environment, student composition, and the potential of the teaching staff.

When developing supra-subject programs, they need to be associated with a certain stage of school education - school level, class. This approach to compiling supra-subject programs requires defining the general goals of education at each level and for each class. Such experience is almost absent in our educational practice; it needs to be created.

From the standpoint of the competency-based approach, changes are also needed in subject programs. Current programs determine mainly the sequence of studying certain content, the degree of specification of this content. They focus primarily on achieving “volumetric” educational results - on mastering a certain amount of knowledge.

When developing curriculum for subjects, the need inevitably arises to answer two questions: by what criterion should the selection of educational material in the program be made and in what cognitive units should the content of the subject be described in it. When answering the first question, in most cases it is assumed that the content of the subject must correspond to the content of basic science, since most school subjects are considered to be the foundations of science - physics, history, mathematics. If there are such areas scientific knowledge, as “Atomic physics” or “Molecular physics”, then in school course Physics should have such sections. If linguistics includes phonetics, then the Russian language school course should also have a “Phonetics” section. This approach gives rise to the difficult problem of optimizing the volume of educational material. When trying to reduce this volume, it turns out that from the point of view of specialists in basic science, nothing can be removed from the program, since the principle of correspondence of the content of the subject to basic science will be violated. There is no doubt that children should receive scientific knowledge in school. But this does not mean that a school subject should be a smaller copy of this or that science.

It is quite possible that in the future the content of an academic subject will be determined based on the logic of cognitive activity. Already now, in foreign educational practice, the level of students’ assimilation of educational material is considered as the main cognitive unit when constructing a curriculum.

Let's look at the example of developing history programs for English schools. One of the goals of school history education is defined as follows: students need to develop an understanding of different types of historical facts and their relative significance. There are six levels of achieving this educational result:

1.Talk about facts from your own past and explain why they are important; understand what old photographs and films say about people or places in the past.

2.Be able to provide simple facts indicating the development of a given person or event in the past.

3.Be able to describe how people remember and preserve the past, such as war memorials, and explain why they do this.

4.Name different sources of information about the past and explain how they can be used by a person studying a specific topic; be able to explain the meaning of the word “heritage” and give specific examples.

5.Be able to show how society’s sensitivity to its own past can affect its development in the present and future.

6. Be able to show how heritage and historical facts can be used both positively and negatively.

It is clear that the examples given do not exhaust all the goals of historical education. Other approaches to determining levels of historical education are possible. The essence of the matter is that this approach leads to the construction of the curriculum as a program for the development of cognitive independence of schoolchildren. Moreover, this approach presupposes the individualization of educational routes: at the same stage of learning, when mastering the same content, different students can reach different levels of mastering the material, and any of these levels has practical significance.

There is another feature of the competency-based approach to curriculum development. From the standpoint of this approach, it is necessary to develop not programs for a history or biology course, but programs for historical and biological education, since, as already noted, educational results in school are achieved through various types of activities. If we talk, for example, about the school history education program, then it is desirable to provide for the contribution of various academic subjects to historical education; it must also identify the possibilities of additional education, self-education, and social and creative activities in realizing the goals of history education.

Competence-based approach to general education objectively meets both social expectations in the field of education and the interests of participants in the educational process. At the same time, this approach contradicts many stereotypes that have developed in the education system, existing criteria for assessing the educational activities of children, the pedagogical activities of teachers, and the work of school administration. At this stage of development secondary school It is most likely possible to implement a competency-based approach in the experimental work of educational institutions. Along with this, theoretical and methodological training of personnel is necessary for the implementation of the competency-based approach in the system of teacher education, V including in training centers.

Changes are also needed in the regulatory framework for the activities of educational institutions, first of all, V documents on the final certification of students, certification of personnel and educational institutions. Naturally, a necessary condition for a competency-based approach in mass practice is the formation of a new generation of exemplary educational programs and teaching aids. Of course, creating all of the above conditions is not an easy task, but without using a competency-based approach, it is hardly possible to achieve a new quality of education.

Problems and prospects for implementing a competency-based approach in education

Bermus Alexander Grigorievich, Dr. ped. Sciences, Associate Professor, Department of Pedagogy, Russian State Pedagogical University, Rostov-on-Don

The article is devoted to the analysis of the conditions for implementing the competency-based approach in the conditions of Russian education. The conceptualization of various interpretations of the competency-based approach in the system of general and vocational education is carried out, and a comparative analysis of the Russian and American models of the competency-based approach is carried out. The article proposes measures to introduce the competency-based approach into practice that are adequate to the general tasks of modernizing Russian education.

The competency-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.

Let us emphasize that the linguistic aspect of this problem turns out to be important. Thus, M.E. Bershadsky in the Pedagogical Discussion Club “Competence and competence: how many of them does a Russian schoolchild 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 soon "teachers will soon begin to write texts, recording English words using the Cyrillic alphabet."

If we look deeper into the philological subtleties, then two opposing points of view on the essence of these concepts clearly stand out.

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 competency: seems somewhat artificial, designed to hide old problems under new clothes.”

The exact opposite point of view is based on a completely intuitive idea that it is the competency-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 statements are made:

the competency-based approach provides answers to the needs of the production sector (T.M. Kovaleva);

competency-based approach - manifests itself as updating the content of education in response to a changing socio-economic reality (I.D. Frumin);

competency-based approach as a generalized condition for a person’s ability to act effectively outside of educational subjects and educational situations (V.A. Bolotov);

competence seems to be a radical means of modernization (B.D. Elkonin);

competence is characterized by the ability to transfer abilities 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 possibilities of their adaptation in the conditions of modern humanistic ideas and trends in education;

the problem of the state standard, its concept, model and the possibilities of consistent determination of its content and functions in the conditions of Russian education;

the problem of teachers’ qualifications and their professional adequacy not only to the newly developed competency-based approach, but also to much more traditional ideas about professional pedagogical activity;

the problem of inconsistency of various ideas and ideas that exist in modern education on literally all occasions;

the problem of internal inconsistency of the most popular directions of modernization, including: the idea of ​​specializing in high school and, at the same time, the transition to taking the Unified State Exam 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:

loss of unity and certainty of educational systems, the formation of the labor market and the related market of educational services;

variability and alternativeness of educational programs, increasing competition and commercial factors in the activities of the educational system;

changing the function of the state in education: from total control and planning - to 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.

However, even accepting and taking into account all these aspects, the phenomenon of the competence 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 that far exceeds the educational attainment of most graduates of both secondary and higher schools. It is also obvious that more significant and effective for successful professional activity are not isolated knowledge, but generalized skills, manifested in the ability to solve life and professional problems, the ability to communicate in a foreign language, training in the field of information technology, etc.

However, an obvious consideration also arises here: after all, the entire history of Soviet and, later, Russian pedagogy over the last half century does not appear to be a full of drama 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 arose, including algorithmization, the gradual formation of mental activity, developmental and personality-oriented learning. But then, isn’t the modern version of the competency-based approach another attempt to rename the unconditional achievements of Soviet and Russian pedagogy to suit today’s market conditions?

In short, the competency-based approach is in demand insofar as modern education requires significant modernization; failure to implement this process risks turning out to be 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 competency-based approach that took place in 2002. The significance of these events is determined by the fact that it was then that, in fact, the modern model of the competency-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 pretending to be an exhaustive representation of the ideas expressed at that time (including those presented at the IX All-Russian Scientific and Practical Conference “Pedagogy of Development: Key Competencies and Their Development”), we will formulate some generalized image of the most significant elements of the competency-based approach in domestic pedagogy.

1) The natural genetic prototype of modern ideas of the competency-based approach are considered to be the ideas of general and personal development, formulated in the context of psychological and pedagogical concepts of developmental and personality-oriented education. In this regard, competencies are considered as cross-cutting, extra- and meta-subject formations, integrating both traditional knowledge and various kinds of generalized intellectual, communicative, creative, methodological, ideological and other skills. In the same logic, the competency-based approach is perceived as a kind of antidote to 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 basis 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 the student’s skills and abilities, and the content of education is determined by a four-component model of educational content (knowledge, skills, experience of creative activity and experience of value relations) . Accordingly, competence strictly correlates with the cultural prototype: for example, cultural and leisure competencies are considered as a manifestation of European culture, while Russian culture correlates more with spiritual competencies and general cultural activities.

3) Within the competency-based approach, two basic concepts are distinguished: competence and competency, while the first of them “includes a set of interrelated personality qualities specified in relation to a certain range of objects and processes,” and the second correlates with “possession, possession by a person of the corresponding competence, including his personal attitude towards it and the subject of activity."

4) In the same context, the concept of “educational competence” functions, understood as “a set of semantic orientations, knowledge, abilities, skills and experience of a student in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activities” (Khutorskoy A.V.). In this regard, educational competencies are differentiated by the author at the same levels as the content of education:

key (implemented on meta-subject content common to all subjects);

general subject (implemented on content that is integrative for a set of subjects, educational field);

subject (formed within individual subjects).

5) The formulation of key competencies and, especially, their systems, represents the greatest range of opinions; In this case, both the European system of key competencies and the Russian classifications themselves are used, which include value-semantic, general cultural, educational-cognitive, informational, communicative, social and labor competencies and the competence of personal self-improvement.

At the same time, within the framework 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 teaching practice (E.A. Yamburg).

2. The uncertainty of the conceptual and innovative potential of the competency-based approach, in particular, the uncertainty of the fundamental differences between the latter and existing psychological and pedagogical concepts of activity and developmental orientation (N.D. Nikandrov, M.V. Boguslavsky, V.M. Polonsky).

3. Lack of subject and age relevance 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, socio-psychological context of 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 insufficiently assessed circumstances that emerged in the process of further discussions.

First, the competency-based approach is seen as a modern correlate of a variety of more traditional approaches, including:

cultural studies (V.V. Kraevsky);

scientific and educational (S.A. Piyavsky);

didactocentric (N.F. Vinogradova);

functional-communicative (V.I. Kapinos,), etc.

In other words, it turned out that the competency-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 is perhaps the most significant circumstance, by 2003, when in Russian education the discussion of the concept of specialized training at the senior level of education and the law on standards were updated, the competency-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 approach differently: is the latter a quality of projection of other realities, and, in this regard, what is its own meaning, conditions of actualization and application.

To solve this problem, it is necessary to turn to the experience of implementing the competency-based approach in Western countries and, first of all, 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 - identifying the specific context in which the concept of competence and the competency-based approach is formed in Europe and the USA.

As before, without setting ourselves the task of exhaustively defining all aspects of this approach, we will dwell on several, 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 standardizing content units similar to Russian ideas about the educational standard. Accordingly, assessment of competencies, in contrast to examination tests aimed at identifying the volume and quality of acquired knowledge, involves the priority use of objective methods of diagnostics of activity (observations, examination of products of professional activity, protection of educational portfolios, etc.).

2) Competence itself is considered as “the ability to solve problems and readiness for one’s 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 taken as 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;

assessment and measurement domain;

domain of information integration (related to the use of modern information technologies);

domain of management and innovation;

domain research activities.

Subsequently, each of the domains is specified at two or more levels. In particular, at the next level, types of activities and problems are identified for which graduates should be prepared to solve (creating systems, assessing achievements, planning results, etc.). At the next level, the individual actions and properties required for successful activity are clearly recorded: identify, interpret, compare, develop, implement, integrate, control, etc.

At the end of the description of competencies, as a rule, scales are given that indicate standard levels of professional competence (novice, user, experienced user, professional, expert, etc.).

4) The description of competencies necessarily includes a normative model of diagnostic procedures that make it possible to practically organize certification procedures. Within the framework of the model, the status and conditions of application of all control methods are determined, including:

testing;

writing essays and presenting educational portfolios;

examination of practical activities;

procedure for writing and defending certification papers.

5) Finally, the most significant and remarkable feature of the competency-based approach is the authorship of the corresponding models: it belongs to non-governmental associations (federations, committees) that coordinate professionals in the relevant fields 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 allows us to fairly objectively assess the suitability of each individual applicant for future activities, 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 competency model contains clear instructions regarding the policy of the association, as well as requirements for the level of training of experts to participate in certification procedures.

Summarizing all of the above, we can draw several conclusions:

Firstly, 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.

On a philosophical level, we can say that Russian theory and the practice of vocational education (especially in higher school) is more closely associated with the classical university tradition, which finds its justification in the ideas of Platonism, modern European rationalism, philosophy of culture, etc.

On the other hand, the competency-based approach is rooted in non-classical ideas of positivism and pragmatism, modern management theory, and testology. Despite the apparent abstractness, the above distinction has a significant impact on the structure of descriptive procedures. Thus, Russian pedagogical consciousness is to a significant 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 acting in relation to certain objects.

If we turn to the American experience of formulating competency models, then here an action, an operation that 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: these are no longer natural phenomena that must be identified, described and classified, but are man-made evidence of mastery of the relevant competence (plans, reports, analytical notes).

Secondly, the context and infrastructure of authentic versions of the competency-based approach and the models discussed in the Russian educational context differ even more significantly. In fact, the spaces of conceptualization themselves are different: in our case we are talking about the need for scientific substantiation of the relevant concepts, while the American situation involves the definition of competencies within the framework of multilateral social dialogue.

To generalize somewhat, it can be argued that the concepts of competence and competency are interpreted in the Russian pedagogical culture in a classical way, i.e. as ideal entities subject to explanation and comprehension. At the same time, competence in Western culture is considered 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 logical generalization of everything said above, to the extent that there is a will to increase the social and economic efficiency of education and the development of the human resources of Russian society, the competency-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 must be correlated not only with existing scientific developments, but, first of all, with the ongoing changes in the legal, economic, socio-psychological status of education, and the prospects of Eastern -European and pan-European integration, as well as internal problems, limitations and risks in the development of Russian education.

Taking into account the last conclusion, the only purpose of the actual scientific discussion of the competency-based approach is to discuss the external conditions (infrastructure) under which the implementation of the competency-based approach can have meaning 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 competency-based approach and what, de facto, this process will mean;

what conceptual (substantive) problems are associated with the introduction of a competency-based approach, and in what ways their solution can be found;

what are the organizational and managerial conditions for the effective implementation of the competency-based approach.

Turning to the first topic, we must return to the broad public debate that has occurred in the past few years regarding the adoption of the law on state educational standards for secondary education, and the less public dissatisfaction of the scientific and educational community about the new generation of educational standards.

Indeed, state educational standards are the object of many very serious reproaches, but they are not what we are talking about now. The problem is deeper and more serious, it is that in the conditions of extreme heterogeneity of Russian regions and Russian society, in general, 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 problems of the competency-based approach) is the development of standards for educational and professional competencies at the local level. Of course, these standards must fully ensure the implementation of state educational standards, but not only. It is the process of developing these standards that may turn out to be the platform on which the scientific and educational community, regional and municipal educational authorities, business and non-governmental organizations will be able to coordinate their interests in the development of personnel, and more broadly, the human potential of the respective territories. This activity can become a triggering mechanism for the formation of an institutional system of civil society in education.

The essence of the conceptual problems of implementing the competency-based approach is determined by the multiplicity and multidirectionality of interests of all subjects participating in this process. For example, the state has experience in developing qualification characteristics, i.e. clear lists of knowledge and skills that are significant from the point of view of obtaining a diploma of state final certification, while for the employer, basic communication and information competencies, as well as work experience in the specialty and recommendations, are of greater importance. Graduates themselves, in the situation of analyzing educational achievements, are more focused on the prestige of the corresponding diploma and the possibility of continuing their education. That is why, social-personal, economic, general scientific and professional competencies not only differ in their composition, but, what is much more important, are associated with the needs of different subjects and, accordingly, to obtain an objective assessment, require diagnostic procedures that are different in content and structure. It is important to note that certification procedures within the framework of the competency-based approach can be both individual (testing, course and diploma projects, ratings, etc.) and institutional in nature (public examination of activities, certification and licensing, rating of educational institutions, etc.).

Another important problem in introducing a competency-based approach is related to ensuring continuity between the existing regulatory framework for certification procedures and newly developed approaches, and therefore, solutions cannot but be of a compromise nature. Thus, as a result of the analysis of existing standards of secondary vocational education and higher professional education in the field of teacher education, we came to the conclusion that the most optimal form of representing models of educational and professional competence of teachers will be a three-level model, including the following components:

1) Characteristics of the basic level of competence corresponding to the graduate’s general orientation in future activities, knowledge of basic standards and requirements, as well as the presence of general ideas about the educational situation in Russia and in the world. Accordingly, basic competence is determined in relation to objects (legislative acts, scientific texts, etc.), and the following indicators are used:

reproduction of the main ideas of documents, knowledge of the estimated deadlines and the entities responsible for their implementation;

correlating information with the source (i.e. knowing where the relevant information may be located);

The competency-based approach has become widespread relatively recently as a result of the search for new ways to modernize Russian education. Appeal to this concept is associated with the desire to identify changes in education (including school education), the need for which arises due to changes taking place in society.

Currently, many scientific-theoretical and scientific-methodological works are appearing devoted to the analysis of the essence of this approach and the problems of developing key competencies.

Definition

The conceptual apparatus that characterizes the competency-based approach in education has not yet been fully established. But, nevertheless, there is already an opportunity to highlight some of its characteristic features. The competency-based approach is a set of general principles that are necessary to determine the goals of education, organize the educational process and evaluate its results.

• The whole point of education is to develop in students the ability to independently solve problems in different types and areas of activity, using social experience, which includes the students’ own experience.
• The content of education is a didactically adapted social experience in solving ideological, cognitive, political, moral and other problems.
• The point of organizing the learning process is to create necessary conditions to develop in students the experience necessary to independently solve communicative, cognitive, moral, organizational and other problems that constitute the content of education.
• When assessing educational results, we need to analyze the levels of education achieved by students at a certain stage of education.

What is competence

The term "competence" means the range of authority of a person or institution, as well as the range of issues for which the person has the experience and relevant knowledge. Thus, we can say that the ability to act in situations of uncertainty is competence.

But the school cannot develop a sufficient level of student competence to solve problems in all specific situations and areas of activity, given that society is changing very quickly, new situations and new areas of activity appear in it. The goal of the school becomes the need to develop key competencies.

How did the idea of ​​the competency-based approach come about?

It was noted above that changes in society have led to the emergence of a new approach to education. But what were these changes? Why was modernization necessary?

It should be noted that the very concept of “modernization of education” cannot be reduced to any specific program that is designed for a certain period of time. Modernization of education, that is, ensuring compliance with its capabilities and demands of society, is always carried out to some extent. This depends on the ability of the education system to change.

The situation in education is influenced by the pace of development of society. It turns out that the school is obliged to prepare its students for future life, about which it itself knows little. After all, very strong changes can occur in a person’s life. That is why the school needs to prepare students for possible changes, developing in them various qualities, such as constructiveness, mobility, dynamism.

The competency-based approach to training appeared when studying the situation on the labor market: the requirements that were presented to the employee were considered. Therefore, modern education should form professional universalism - a person’s ability to change the methods and spheres of his activity. A good employee must be professionally trained, and now he is required to be able to work in a team, make independent decisions, he must show initiative and be capable of innovation. Willingness to overload, psychological stability, resistance to stressful situations - this is what a modern worker who wants to build a career should be prepared for.

The difference between the traditional and competency-based approach

The traditional approach to education strives to ensure that the student receives as much knowledge as possible. However, the level of education, and especially in modern conditions, cannot be determined through the amount of knowledge. The competency-based approach to education requires students to be able to solve problems of varying complexity based on existing knowledge. This approach does not value knowledge itself, but the ability to use it.

The traditional approach strives for an outcome that shows what the student is learning in school. And the competency-based approach makes it clear what the student has learned during the period of study at school.

Both approaches strive to develop certain personality qualities in the student and form a value system. The differences are associated with different ideas about how to achieve what you want. The traditional approach believes that all this can be achieved by acquiring new knowledge. The competency-based approach to learning considers gaining experience in solving problems independently.

Thus, solving problems in the first case acts as a way to consolidate knowledge, and in the second it is the meaning of all educational activities.

Incorporating a competency-based approach into school education

The competency-based approach in school helps students learn to act independently in situations of uncertainty in solving current problems.

Thus, new goals of school education follow from this:

• Teach to learn. It is necessary to teach children to solve problems in educational activities, that is, to choose the right sources of information, set goals for cognitive activity, look for and find the best ways to achieve set goals, organize activities, be able to evaluate the results obtained, and collaborate with other students.
• To teach how to find a way out of the key problems of modern life: political, environmental, intercultural, that is, to resolve analytical problems.
• To teach to explain existing phenomena of reality, their causes, essence, relationships, while using the necessary scientific apparatus, that is, to resolve cognitive problems.
• To teach how to resolve axiological problems, that is, to navigate the world of spiritual values ​​that reflect different worldviews and cultures.
• To teach how to find a way out of problems that are associated with the implementation of certain social roles (citizen, voter, patient, consumer, family member, organizer and others).
• To teach how to solve problems that are common to different types of professional and other activities (searching and analyzing information, making decisions, organizing joint activities, etc.)
• Learn how to solve problems related to professional choice, as well as preparation for subsequent studies in educational institutions.

Key competencies are universal methods of activity, when mastered, a person understands the situation and achieves the desired results in professional and personal life in the conditions of a particular society. Using a competency-based approach in the classroom, the teacher prepares the student for future adult life and contributes to his success in the future.

Principles of the competency-based approach

At its core, the competency-based approach to education has three principles.

The first of them states that the basis of education should be basic knowledge and the corresponding abilities, skills and methods of learning. In order to achieve this, students need to master the basic tools of learning: writing, reading, and mathematical literacy.

The next principle is: in the content modern education necessary and truly important, rather than secondary, knowledge should be included. We can say that the education system should be oriented towards the basic branches of science and be academic in nature. The school should direct its attention to what has already been time-tested and is the basis.

The implementation of a competency-based approach cannot be possible without the principle of humane treatment of each individual - this is the third principle.

Problems

The problems of the competency-based approach are considered in the form of a series of questions, by answering which one can understand whether it is possible to introduce the approach into the education system or whether all its ideas will remain on paper and in the minds of scientists. Is education in Russia and the consciousness of teachers ready to implement the approach, what is the price of this (including in the economic sense)? Under what subjective and objective conditions will the competency-based approach become firmly established in the education system? Will the transition to this approach lead to an increase in the quality of education? What is the quality of a graduate from the perspective of this approach? Is it possible to implement competence-based approach technologies without implementing fundamental reforms? traditional system vocational and secondary schools? Will do old system Or does it need to be completely changed? Is it possible not to apply the developed psychological and pedagogical theory that underlies the competency-based approach? If not, is there a theory that would fit this?

Competency-based approach in vocational education

The preparation of a highly qualified vocational education specialist is the main stage in the process of its reform. Changes are taking place that are necessary to ensure that the quality of graduates’ education is improved and their competencies are brought into line with the needs of employers in various fields of activity. Competence-based approach to vocational education forms a new model of a future specialist who meets the conditions of the country’s economic development and is in demand in the labor market.

This approach allows students to update their demand for education and ensures high quality training for future specialists. The result of the training is that students gain competencies in the process of mastering professional modules.

The competency-based activity approach is best implemented using modular technology, which allows you to flexibly build the content of education from blocks, use different forms and types of training, and choose the most successful ones for certain groups of students.

With this approach, the goals of education are related to objects and subjects of labor, as well as to the performance of certain specific functions and interdisciplinary requirements for the result of the educational process. We can say that the result of education will be a set of results in the formation and development of basic competencies, which will be in addition to the usual goals of education.

In the competency-based approach, much attention is paid to independent work students. This may include doing homework, relying on recommended sources on the topic of classroom activities, as well as preparing abstracts and reports using additional literature. Growing a student’s competence in a professional sense means not only following the teacher’s instructions, but also finding effective ways to learn.

The competency-based approach implies changes in other components included in the educational process. These are pedagogical technologies, content, assessment and control tools. Active learning methods such as solving situational problems, communication, disputes, discussions, and completing projects play a huge role.

The competency-based approach has been approved and is being implemented in vocational educational institutions. FSES (federal state educational standard) defines the basis of learning. These are no longer subject, but value guidelines. Competency-based learning is based on identifying, mastering, and demonstrating the knowledge, skills, attitudes, and behaviors needed for a specific job activity.

The introduction of such training helps to develop creative thinking and attract students' interest in important issues in their subsequent professional activities. The essence of the educational process is the creation of various situations and support of actions leading to the formation of any competence.

As a result, we can say that the implementation of a competency-based approach in close interaction with future employers, the scientific and methodological content of training specialists and motivating students to good level of their professional activities.

Main conclusions

• With the introduction of a competency-based approach to education, the entire pedagogical system will change, and a transition will take place to a new type of education and training.
• Education and society are not yet ready for such a fundamental shift.
• The transition to competency-based education implies a long process of research, comprehension, adoption and development of administratively informed and scientifically based decisions.
• For the successful implementation of this process, it is necessary to rely on psychological and pedagogical theory or even a complex of theories.
• Serious government investment in education is needed to transition to a new model and improve the quality of education.

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Competency-based approach in education

Improving the quality of education is one of the pressing problems not only for Russia, but also for the entire world community. The solution to this problem is associated with modernizing the content of education, optimizing methods and technologies for organizing the educational process and, of course, rethinking the purpose and outcome of education.
Through the interpretation of the concepts “competence” and “competence”, depending on how these concepts are defined and their relationship, the content of the competence approach itself can be understood.
They are either identified or differentiated. Competence is defined as:
1) The ability to do something well or efficiently;
2) Compliance with the requirements for employment;
3) Ability to perform special job functions.
Within the framework of this identification of these concepts, it is the practical orientation of competencies that is emphasized - “Competence is, therefore, the sphere of relations existing between knowledge and action in human practice,” and “The competency-based approach involves a significant strengthening of the practical orientation of education.”
In Russia, there is a sharp reorientation in assessing the outcome of education from the concepts of “readiness”, “education”, “ general culture”, “good manners”, to the concepts of “competence”, “competence” of students. That is, a significant emphasis is placed on a competency-based approach in education.
Competence means thorough knowledge in any field. A competent person is a knowledgeable, well-informed person about something, i.e. competence is usually associated with the qualifications of a specialist who has comprehensive knowledge in any professional field.
Currently, “entrepreneurs do not need qualifications, which from their point of view are too often associated with the ability to carry out certain operations of a material nature, but competence, which is considered as a kind of cocktail of skills inherent in each individual, which combines qualifications in the strict sense of this words... social behavior, ability to work in a group, initiative and love of risk.”

What are the general principles of the competency-based approach:

1. The purpose of education is to develop students' ability to make independent decisions based on their experiences.

3. It is necessary to create conditions for students to develop the experience of independently solving problems.

4. Assessment of learning outcomes is based on an analysis of the level of education achieved by students, i.e. at the level of his competence.

Simply put, knowledge in learning ceases to play the main role (I’ve memorized it, well done!). Knowledge is certainly important, but the main task of education is to teach the student to use this knowledge to solve various problems.

Goals education from the point of view of the competency-based approach are as follows:

1. Learn to learn, i.e. learn to determine the goals of cognitive activity, choose sources of information, find optimal paths to the goal, evaluate results and independently organize your activities.

2. Learn to explain the phenomena of reality, their essence and causes, using the appropriate scientific apparatus.

3. Learn to navigate the key problems of our time (economics, politics, intercultural interaction, etc.).

4. Learn to navigate the world of spiritual values.

5. Learn to solve problems associated with the implementation of various social roles.

6. Learn to solve problems common to various types of professional activities.

Thus, learning takes on a completely new form. The principles embedded in the competency-based approach should ultimately produce independent, self-confident individuals. Individuals who have sufficient competencies for later life, for self-realization and unlocking their potential.

Types of competencies

Value-semantic competencies. Competencies related to the student’s value orientations, his ability to see and understand the world, navigate it, be aware of your role and purpose, be able to choose goals and meaning for your actions and actions, and 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.

General cultural competencies. Knowledge and experience in the field of national and universal culture; spiritual and moral foundations of human life and humanity, individual peoples; cultural foundations of family, social, public phenomena and traditions; the role of science and religion in human life; competencies in the everyday, cultural and leisure sphere, for example, possession in effective ways organizing free time. This also includes the student’s experience of mastering a picture of the world that expands to a cultural and universal understanding of the world.

Educational and cognitive competencies. The set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastering techniques for solving educational and cognitive problems, and acting in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

Information competencies. Skills in relation to information in academic subjects and educational fields, as well as in the surrounding world. Proficiency in modern media (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technologies (audio and video recording, e-mail, media, Internet). Search, analysis and selection of necessary information, its transformation, storage and transmission.

Communication competencies. Knowledge of languages, ways of interacting with surrounding and distant people (events); skills to work in a group, team, knowledge of various social roles. The student must be able to introduce himself, write a letter, statement, fill out a questionnaire, 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 at each level of education within each subject or educational field being studied.

Social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.

Personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters methods of activity in his own interests and in accordance with his capabilities, which is expressed in continuous self-knowledge, development of the necessary to modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include rules of personal hygiene, taking care of one’s own health, sexual literacy, internal environmental culture, and methods of safe living.

Thus, we can identify the following requirements for organizing training within the competency-based approach.

1. Goals.

· The goals of education must be described in terms that reflect the new capabilities of students and the growth of their personal potential.

· Learning objectives should be aimed at developing students' ability to use what they have learned during educational process knowledge.

2. To the selection of content.

· Determining the goals of a subject should precede the selection of its content: first you need to find out why this academic subject is needed, and then select the content, the mastery of which will allow you to obtain the desired results.

· It must be taken into account that knowledge can have different values ​​and that an increase in the amount of knowledge does not mean an increase in the level of education.

· Increasing the level of education in some cases can be achieved only by reducing the amount of knowledge that students are required to acquire.

3. To the selection of techniques, methods, means.

· Students are expected to achieve personal results by gaining experience in solving problems independently.

· It is necessary to interact the academic subject with other components of the educational process.

· The problem of motivating learning activities must be solved by implementing the “learning with passion” model.

The goal of introducing a competency-based approach in vocational education is the formation of an effective, competent specialist of a high professional level. The result of implementing a competency-based approach:

1. Demand and competitiveness of the graduate in the labor market.

2. The graduate’s readiness for effective professional activity.

3. The ability of a specialist to act decisively in various situations and effectively solve production problems.

Objectives of the competency-based approach:

1. Improvement and development of key competencies mastered at school.

2. Formation, improvement and development of the intellectual and creative potential of students.

3. Implementation active methods training adequate to the types of professional activity.

4. Mastering basic, auxiliary, general and core (professional) competencies.

5. Increasing the efficiency and quality of training by updating all types of competencies in the process of integrating theory and practice.

6. Formation of abilities to solve professional problems.

7. Gaining professional experience.

8. Ensuring compliance of mastered competencies with the direction of professional activity.

For successful implementation Competency-based approach in vocational education requires fulfillment of the following conditions:

1. The presence of a competency model of a graduate (functional map of a specialist), which reflects his main functions and competencies.

2. Determination of a specific learning goal.

3. Determining specific ways to achieve the goal.

4. Formulation of specific learning outcomes in the form of specific competencies.

5. Availability in educational institution appropriate learning environment and teachers qualified in module-competency training.

Advantages of the competency-based approach:

1. The goals and objectives of training programs that meet the requirements of employers are formulated.

2. Increased flexibility of curriculum.

3. Motivation for acquiring a profession increases.

4. The efficiency and quality of professional training and the level of professional competencies are increased.

5. Standard, objective and independent conditions for assessing the quality of education are created.

6. The level of interaction and mutual responsibility of students, teachers and software masters is increasing.

7. The preparation of students for professional activities is carried out taking into account real production conditions, due to which the adaptation of young specialists in production is accelerated.

8. A production culture and respect for the chosen profession are formed.

What is the role of each of us: to teach children to learn; transition from the ZUNA system to an activity system; develop key competencies; each of us must master modern pedagogical technologies; teach children to take responsibility in making decisions; improvement of the teacher himself.