And key competencies as a basis. Technology for designing key and subject competencies

20.09.2019

Competence, translated from Latin, means a range of issues in which a person is well aware, has knowledge and experience. A competent person in a certain area has the appropriate knowledge and abilities that allow him to reasonably judge this area and act effectively in it.

Currently, there is no exact list of key human competencies that need to be formed in a comprehensive school. The most common is the classification of A.V. Khutorsky. He distinguishes the following types of competencies:

value-semantic competences;

general cultural competences;

educational and cognitive competencies;

information competencies;

communicative competencies;

social and labor competencies;

competencies of personal self-improvement.

Value-semantic competences. These are competencies in the field of worldview associated with the student's value orientations, his ability to see and understand the world, navigate in it, be aware of their role and purpose, be able to choose the target and semantic settings for their actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

General cultural competencies. The range of issues in relation to which the student must be well-informed, have knowledge and experience of activity, these are the features of national and universal culture, the spiritual and moral foundations of the life of man and mankind, individual peoples, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the everyday, cultural and leisure sphere, for example, possession effective ways free time organization. This also includes the student's experience of mastering the scientific picture of the world, expanding to a cultural and universal understanding of the world.

Educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, which includes elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the studied objects, the student masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition

Information competencies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio - video recording, Email, media, Internet), the ability to independently search, analyze and select the necessary information, organize, transform, store and transmit it is formed. These competencies provide the skills of the student in relation to the information contained in academic subjects and educational fields as well as in the surrounding world.

Communicative competencies. Include knowledge required languages, ways of interacting with surrounding and remote people and events, group work skills, knowledge of various social roles in a collective. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways of working with them are fixed for the student of each level of education within each studied subject or educational area.

Social and labor competencies mean the possession of knowledge and experience in the field of civil and social activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field of professional self-determination. This includes, for example, the ability to analyze the situation on the labor market, act in accordance with personal and social benefits, and master the ethics of labor and civil relations. The student masters the minimum skills necessary for life in modern society social activity and functional literacy.

The competencies of personal self-improvement are aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the field of these competencies is the student himself. He masters the methods of activity in his own interests and capabilities, which are expressed in his continuous self-knowledge, the development of the necessary modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. These competencies include personal hygiene rules, personal health care, sexual literacy, internal environmental culture. This also includes a set of qualities associated with the basics of the safe life of the individual.

Competence [lat. competentia - belonging by right] 1) terms of reference of any body or official; 2) range of issues in which the person has knowledge, experience. In turn, competence is defined as the compliance of the person occupying or applying for a place, imputation, i.e. ability.

In the domestic literature, attempts are made to separate these two terms, filling them with different content. For example: “competence is understood as some alienated, predetermined requirement for the preparation of a person, and competence is a personal quality (characteristic) that has already taken place.

Thus, competence is the manifested competence of a person. Competence may include a set of competencies that are found in various fields of activity. Nevertheless, competence remains a characteristic of a person, and competence is what he already owns (ability, skill). It is what he owns that determines his characteristics as competent. Therefore, it is not the characteristic itself that is important to us, but what determines it, what can and should be mastered, what can be learned, i.e. competencies or competencies.

The last two terms can be used as synonyms in two main meanings - knowing, in the sense of being able and in the sense of the skills that he possesses, as well as capable, in the sense of having a certain potential, the ability to carry out certain actions. It should be noted that in Russian education the term "knowing" is more often used in the meanings of informed, erudite, having information than able. Nevertheless, in the light of the foregoing, we propose to use the term "competence" as an already established concept in the international educational community.

From the point of view of the authors of the strategic report within the framework of the project “Defining and Selecting Competences (DeSeCo): Theoretical Foundations” (Switzerland and the USA), competence is defined as the ability to meet requirements or successfully complete a task and has both cognitive and non-cognitive components.

Competence is the ability to successfully respond to individual or societal demands or perform a task (or conduct an activity). As can be seen from the above definition, competence is considered in another dimension: competence must meet individual and social requirements. In other words, it should allow obtaining individually or socially significant products or results. According to German Selevko, Doctor of Pedagogical Sciences, competence is the willingness of a subject to effectively organize internal and external resources to set and achieve a goal. Under internal resources knowledge, skills, skills, oversubject skills, competencies (methods of activity), psychological features, values, etc. Competencies are qualities acquired through living situations, reflecting on experience.

Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, Andrey Viktorovich Khutorskoy gives his understanding of today's term competence - an alienated, predetermined social requirement (norm) for the student's educational preparation, necessary for his effective productive activity in a certain area. What qualities are necessary for a person in any professional activity? J. Raven, author of the book “Competence in Modern Society”, based on surveys of young people who worked in organizations where they had to get involved in situations of communication, forecasting, leadership, coordinating actions with colleagues, showing ingenuity and perseverance, trying to understand people and social situations, navigate group processes, answers this question in the following way:

ability to work independently without constant supervision;

the ability to take responsibility on one's own initiative;

the ability to take the initiative without asking others if they should;

willingness to notice problems and look for ways to solve them;

the ability to analyze new situations and apply existing knowledge for such an analysis;

the ability to get along with others;

the ability to master any knowledge on their own initiative (i.e., taking into account their experience and feedback from others);

the ability to make decisions based on sound judgment, i.e. not having all the necessary material and not being able to process the information mathematically.

Thus, the essential features of competence are the following characteristics - constant variability associated with changes in the success of an adult in a constantly changing society. The competency-based approach implies a clear orientation to the future, which manifests itself in the possibility of building one's education, taking into account success in personal and professional activities.

Competence is manifested in the ability to make a choice based on an adequate assessment of one's capabilities in a particular situation, and is associated with the motivation for continuing education.

Key competencies

Competence from the Latin competo - "I achieve, I correspond to the approach." Professional competence, in fact, is the ability to fulfill one's work obligations in accordance with accepted norms and standards, that is, successfully, without control and constant (unplanned) outside help.

The purpose of highlighting competencies is to increase the efficiency (quality and quantity) of the company. If a person can demonstrate the necessary skills and results of work, he suits us. Competences are needed for a preliminary and monitoring intermediate assessment of its capabilities, assistance in its development and correction of mistakes, for understanding oneself in the end.

There are many interpretations of the concept of "competence" and, accordingly, approaches to their allocation and use.

1. Key competencies - qualities and personality traits of a professional, allowing to perform the tasks assigned to the employee in accordance with the main business function of the organization and unit.

Specific key business competencies— at the level of know-how of the company, taking into account the peculiarities of the corporate culture.
A set of competencies for a position from exhaustive set of competitions(will be presented below).
Competences presented both personal and professionalqualities(see Attachment 4 ).

The presence of competencies in no way excludes the list pawork evaluation parameters, which competencies can include, otherwise they only disorient managers and employees themselves, turning the assessment into a too superficial and inefficient procedure. How can, for example, replace the quantitative indicators of the work of employees or the assessment of their performance with competencies? appearance, discipline?!

Competencies- these are simplified, reduced to absolute understanding and (or) synthesized, isolated from "folklore" definitions (preferably in the working language of managers and employees) of the professional and personal properties of successful employees, according to which it is easiest to quickly or in a set with other criteria (parameters) evaluate the work of employees of this company, subject to the presence of a common language of corporate culture.

Competencies as skills and abilities. The differences are that a skill is a specific action with an expected result, while a competency is not usually described in terms of the end result, but can and ultimately should be described or created from it.

In practice, all these approaches intersect and complement each other. For example, as part of the annual performance appraisal or attestation, employees in most companies are also assessed by a set of competencies. On the basis of the latter, HR departments can draw up success profiles for each position and target levels of competency development for the year ahead in terms of career development and professionalism of an employee within the company. For any group of positions of a certain specialization, there can and should be their own hierarchy of competencies, possibly from a common exhaustive list. Within this hierarchy, there are 4-7 areas that are most valued - key, or basic, competencies.

For the head of the sales department, the most important are:

■ communicative qualities;

■ organizational skills;

■ client orientation;

■ entrepreneurial and financial approaches. For a literary editor are important:

■ patience;

■ attention;

■ the ability to convince;

■ "innate" literacy.

Below is an example with priorities set for three professional profiles (Table 1).

It is almost always clear to practitioners within the company what they mean by “sociability” or “progressiveness of views”, but in order to prevent misunderstanding, it is still better to fix what it consists of and what it is in the activities of a certain group of employees. Communication skills of a secretary for a client may include:

■ positive self-adjustment;

■ telephone counseling experience;

■ life orientation to help people;

■ personal sociability.

Sociability is “the ability, positively perceiving any client, any call, to be able to quickly understand its essence and direction and respond in accordance with certain cultural norms and in information field given parameters” (formulation of the competence “sociability of the secretary” from one of the Internet companies. — Note. auth.).

The process of working with competencies is best carried out in a technological sequence similar to that shown below. This will allow them to be used with the greatest impact and benefit for all stakeholders within the company.

Full cycle of work with competencies across the organization.

1. Description exhaustive list competencies that are important for the successful work of a group of employees, experts.

Allocation of basic (key, core) competencies or, possibly, macro competencies. Macro competencies are unique combinations of professional knowledge, skills and experience, expressed in technologies for creating and distributing products (managerial know-how, intellectual and organizational results), which are difficult to develop and useless to copy.
Achieve the required level of detail.

Table 1. Priorities of the three professional profiles 1

Competencies	Position
Competencies	trade representative active sales	secretary	manager
Ability to quickly establish rapport with strangers	Necessary	Don't care	Desirable
Polite, friendly communication	Necessary	Necessary	Necessary
The ability to convince	Necessary	Desirable	Necessary
Ability to speak publicly	Don't care	Don't care	Necessary
The need for communication	Necessary	Don't care	Desirable
Well delivered speech	Necessary	Desirable	Necessary
Grammatically correct speech	Necessary	Necessary	Necessary

1 Table 1 is based on the book Ivanova S. The Art of Recruiting: How to Rate a Person in an Hour. — M.: Alpina Business Books, 2004. — P. 15.

Creation of position success profiles (perhaps within the framework of job descriptions, requirements for positions and vacancies) - standards.
Description of the target levels of competence development (using scores or scales) in connection with the development and tasks of the company, as well as the individual development of employees.
Setting achievable goals and defining a set of developmental activities: internships, training, etc. Schedule sub-tasks for achieving the target level of competence development, for example, “become more influential”: be able to attract attention, be assertive, justify ideas, actively listen, enlist support, encourage others to action, to negotiate.

7. Identification of indicators of level achievement (enlist support from the “become more influential” subtask: gain the support of all members of the board of directors).

An example of a tiered (scale) representation of competence (schedule the levels of one of the key competencies of the Leadership block in the Managerial Competence block) can be found in Table. 2.

Table 2. Leadership in foreseeing the future, inspiring employees, strategic planning (as a "lookout" function) to evaluate top managers.

Level	Managerial Competence
	Creates the future of the company. Develops and implements useful standards for engaging employees in effective future planning. Systematically and continuously evaluates the effectiveness of these standards and employee participation
	Actively participates in creating the future of the company. Polyvolume demonstrates the ability to create and formulate a vision of the organization's future. Involves others in the process of forming a picture of the future. Strengthens faith in this future through their behavior and demonstrated values (personal example)
	Able to assess the importance of developing a picture of the future for the company, participates in the development of ways to achieve it as free time appears or receives direct instructions from shareholders
Fourth	Almost does not think about ways to achieve a picture of the future, is preoccupied with everyday affairs
	Uses rumors, "thinks what is not", not sure about the future, obsessed with routine activities, drowning in everyday affairs, psychologically attached to them

The principles of highlighting key competencies, drawing up standards for the performance of work and customer service are best "seen" through the process of grading employees.

Step-by-step process of grading and standardization of work of employees

1. Selection of grades ( large groups employees close in managerial status, powers and, consequently, the level of payment) and within them categories of employees.

2. Identification and description of the basic blocks of competencies or criteria for evaluating employees. For example, managerial skills, sales skills, professional and specialist knowledge, personal qualities, etc.

3. Prescribing competencies within the basic blocks of competencies for the entire range of categories of employees of all departments of the company. For example, in order to describe the “managerial skills” block, you need to answer the question: what managerial skills are fundamentally necessary for different categories of employees? The ability to conduct meetings (can be broken down in more detail by meeting skills), the ability to write a business plan (can be written in more detail - topics, volumes, tasks, etc.), and many others. others

4. Identification of key (most significant) and secondary competencies for different categories of employees and depending on the specifics of the work of specific departments and positions. For example, for call center operators, external data will have a minimum value, and telephone communication skills (signed in detail), typing speed on a PC and the amount of operational, that is, short-term memory, attention switching speed and personal "non-irritability" will have a maximum value.

If necessary, assigning different weight (index) values to key and secondary competencies for blocks of basic competencies and within basic blocks of competencies. Blocks of core competencies are indexed relative to each other by different weights assigned to them. This allows you to highlight the main thing in the activities of the employee, as well as to enter into a comparative accounting of the effectiveness, usefulness of the activities of employees in different departments.

Some employees can be compared with others, as well as with point standards for matching a position, category across a holding or division, since each employee in the certification process gains a certain total number of points.

6. Each level of development of a separate competence within the basic block of competencies and, if necessary, the entire given basic block is assigned its own score (for example, from 1 to 5), which is then verbally described in detail as a rank or standard for performing activities. When describing performance standards, depending on the need, other approaches can be applied, in addition to describing competencies: personal and professional qualities, skills, knowledge and their level of development:

■ process requirements - a description of business processes or activity algorithms, or interaction with employees and departments;

■ requirements for the quality of work performance;

■ accounting for quantitative (volumes of work done and (or) commodity, assortment and economic indicators, etc.) and temporal indicators of achievements (terms), indicators of labor productivity;

■ taking into account innovations, intra-corporate, intra-divisional and external image consequences of the employee's activities.

7. Further, in addition to being used in attestation, work performance standards find their rightful place in job descriptions, annexes to them, requirements for positions and vacancies, descriptions of categories of employees and other personnel and system-wide documents.

If they are already registered, the preparation of personnel certification is greatly simplified.

Stages of creating work performance standards, which should be tied to positions and jobs.

1. Identification of general (detailed list or specific competencies for the organization as a whole) competencies of the employees of the organization.

Highlighting key competencies for employees of a certain type and level. For example, for all warehouse employees and managers of a certain level.
1. If necessary, endowing competencies with weighting values.
2. Description of the reference levels of work performance for each key competency, indicator, parameter), criterion at specific workplaces or for typical positions - creating standards for work performance, customer service for groups of employees, a specific category of employees, etc.

The following criteria for assessing the success of an employee, the so-called digital standard:

"1" - initial level (unsatisfactory);

"2" - below the required level;

"3" - quite satisfies ( middle level) - the standard for the position;

"4" - better than average;

"5" - exceeds expectations.

(Attention is primarily drawn to extreme values - "zones of risk" due to clear non-compliance or increased compliance. - Note. auth.)

When determining level reference Behaviorally anchored rating scales (BARS) are used, which combine rating and descriptive methods. The employee is evaluated by the manager in terms of the compliance of his behavior with pre-selected scale behavioral values (how it should be, how it should not be). If this methodology is converted into a test, then employees themselves can evaluate themselves. If the test is “open” to the employee, then the methodology is already a self-learning tool.

A customer-centricity score might look like this:

■ an employee may ignore a waiting client if he/she believes that he/she is not promising;

■ spends as much time with the client as necessary, additionally consults the client by phone and e-mailmail;

t may refuse to consult a client if he does not have the necessary information;

■ perceives an irritated client as a natural phenomenon, calmly and respectfully works with him;

and in the absence of the necessary knowledge receives their independentbut also uses in his work;

■ makes fair remarks to the client if he is annoyed. (Correct choices are in italics. — Note. auth.)

The principles of client-orientation can otherwise be called a manifestation of "team" in relation to the client (customer— part of the businessfamilies, a member of our team) and the ideological basis for the development of service standards.

Table 3 shows an example of assigning criteria with different weights, based on expert assessments of the importance for the successful operation of a particular criterion.

Table 3. Evaluation of an employee using the rating method and the allocation of weight components of the evaluation criteria (coefficients)

	Evaluation criterion, competence	Specific gravity (coefficient)	Points	Final grade, in points
	Execution speed, performance			3×4= 12
	Appearance
	Discipline, presence in the workplace
	Communication skills within the team (support for team spirit)
	Communication with external agents
Sum of points by significant criteria: 24
Sum of points for secondary criteria: 6
Overall final score of 30 (for comparison with other operators)

Note. The key, most significant evaluation criteria are highlighted in italics. According to them, a comparison of this employee with others or with a point standard of compliance is carried out.

In the table above, three key assessment parameters are marked in italics. They are the most significant. According to them, first of all, one can judge the suitability of a specialist by comparing him with other employees or with a point standard of compliance.

The score standard of compliance is accepted in advance. It may not be lower than any certain sum of points for significant (key) criteria or the overall final score, etc.

The total final score is equal to the sum of the scores according to the criteria, multiplied in advance by the specific weights (coefficients).

The norm is when 70-80% of employees meet the specified success criteria. The remaining employees are divided approximately equally: below and above the bar of the specified criteria. If an employee is 30% above the set standards, then it is necessary to think about transferring him to a higher position or expanding his powers. With those whose performance is below the bar of specified criteria or standards, you need to do the opposite.

In order to combine numerous terminological and practical differences in approaches to the allocation and use of competencies for personnel assessment at the semantic level, we will create a simple sequence of “dependencies”.

■ So that a person can do clay pot(for example, a hotel claims originality and uses such pots as free souvenirs for guests), he needs to understand his mentor, have a certain natural skill and desire (motivation), take a course of study (get useful experience in the right amount). Then he will have necessary knowledge practical and theoretical nature - will be competent.

■ In order for us to hire him, we need to find out if he wants to work with us and in this direction further, what is his motivation (to determine the nature and duration of possible relationships, ways of controlling and motivating), whether he has lost his labor skills and communication skills, while did not work.

How to start highlighting core competencies? From the analysis of the content of work in relation to the main business function of the organization.

1. Analysis of the work of the entire sales apparatus and coordination of the responsibilities of all employees, as well as determining how all jobs are interconnected.

Selection of certain jobs for analysis.
1. Collection necessary information by observing the actual progress of employees, interviewing people in the workplace, and interviewing employees through questionnaires” 1 .

1 Fatrell C. Sales management. - St. Petersburg: Neva, 2004. - S. 220.

Based on the analysis of the content of the work, many important documents can be drawn up:

■ list of key and additional competencies, requirement of standards;

■ job description, qualification requirements, etc.

Identification of key competencies and other evaluation criteria

Recruitment agency "For family reasons", Moscow. The main business function is to connect qualified personnel with worthy parents and children. Mission: the best tutors and nannies for the active personal development of children. Competitive advantage: really high-quality personnel, real terms of selection, verification of proposed employees.

The agent’s work (main actions, functions) to connect the two partner parties consists in conducting interviews with nannies and tutors, assessing their personal and professional capabilities, maintaining databases on a PC, finding out the needs of parents and children, introducing the parties to each other, concluding agreements of mutual obligations , tracking the success of the work of employees in families, participation in solving difficult situations.

Based on all the above information, key comptendencies employees will:

■ insight (understanding people);

■ ability to conduct multi-stage negotiations (personally and by phone);

■ sociability and natural goodwill;

■ analytical ability to make accurate calculations;

■ self-organization and organization of time;

■ ability to work in a team.

These formulations are understandable to all employees of the recruitment agency without summing up the scientific base - at the level of a common language of communication.

Additional qualities: excellent memory on events and persons, skills in resolving conflict situations.

Additional requirements: own successful experience in working with children and adolescents as a nanny, tutor, teacher and psychologist; natural inclination to work with children - love for children, commitment to family values; good physical health.

Special requirements: high speed printing on a PC, good attention span, knowledge of the basics of drafting service contracts.

You can see that the key competencies smoothly flowed into additional requirements, etc. This once again emphasizes that these competencies are key, but not the only ones of their kind. The secret is that the properties of our attention and memory force us to resort to various kinds of structuring, because there is no way to immediately cover a list of 40 mandatory items. But this does not mean that the approach to identifying key competencies is random and temporary. On the contrary, it is quite natural: first we single out the main thing, then that without which the main thing would not make sense, and finally, the desirable. (See the section on drafting an application and other sections.)

But that's not all, we can add some personal qualities and characteristics to the above evaluation criteria.

C. Fattrell in the book already mentioned above gives an even more classical approach, historically and logically preceding the above, namely, qualification requirements.

“Most sales managers define the following minimum required characteristics of a sales agent.

Intelligence - the mental ability needed to complete tasks high level difficulties.
Education - graduation educational institution with above average performance.
A strong personality is a focus on achieving success, self-confidence, initiative, a positive outlook on life, a sense of tact, maturity, and having a ready-made realistic plan for moving up the career ladder.

4. Experience - the diligent performance of one's work, which goes beyond simple official duties; if a person has just finished his studies, then his Active participation in activity educational organizations and above-average project development.

Physical characteristics - making a good first impression, good looks, neat clothes and good physical shape.

1 Fatrell C. Sales management. - St. Petersburg: Neva, 2004. - S. 222.

Why can Western society afford such high standards in relation to a seemingly ordinary commercial agent, while we in Russia cannot? This will become possible when we pay the worthy really worthy. These are clearly not enough. As a result of improper upbringing with threats and intimidation, our children do not develop properly logical abilities, the ability to think independently and the desire for the comprehensive development of the personality is lost, lack of will is formed, namely the will and a very strong desire to achieve the goals that distinguish the leader * and any successful person. Thus, for a seller in the service sector, it will be of particular importance have developed logical abilities in a harmonious combination and with the development of figurative, sensual, sensual (right hemisphere thinking) plus its volitional qualities in achieving goals and the ability to convince yourself and others. Appendix 9 gives a simple but very effective test for determining the nature of thinking in others and in oneself. It can also be used as a self-understanding test by guessing, without using a key, which of the three questions in each item refers to one or another style of learning and thinking: right hemisphere, left hemisphere or equal hemisphere.

Before doing more complex tests (multivariate, multimodal), evaluate yourself and others on this simple and forgotten: is your employee, applicant more process (right brain) or result (left brain) oriented, or is he a mixed type? Required for various activities different people: some concentrate on the details, missing the main thing, others, seeing the main thing, forget about the specifics.

This test does not measure the level of personality development, even if it turns out that the person being tested is equal hemispheric, this requires a separate conversation. The test can be used for training in building compact questionnaires that are used to quickly evaluate someone. 10-15 questions followed by a discussion of the selected answers, a few questions from a standard structured interview - and you already understand how a person will build his strategy for achieving goals, how he will process information, what he wants to achieve, what is his map of ideas about work, etc. .

There are only three factors in the test, and therefore, you can quite easily understand the reality behind the three psychological directions of the questions: left-brain processing of information and the way to achieve the goal, right-brain, mixed. If you are lucky “through the prism of the test”, you will see an image, a model of a developed, integrated personality, who thinks logically and figuratively well, with well-formed analytical and intuitive capabilities, who feels good both in the process of work and in time pressure to achieve business goals.

Do not rush to use the key to the test. Sort the answers yourself and only then compare with the key - and you will have the opportunity to start a career as a psychodiagnostic, if you have not started it yet. In this regard, we quote from an excellent book that can be recommended as a rite of passage into professional psychodiagnostics.

“With a correct approach to the development and interpretation of multivariate test questionnaires, it is necessary to take into account the following psychometric maxim: it is possible (with more or less difficulty) to come up with such a question (and, therefore, a lot of questions) that, in a multivariate analysis of the matrix, will give a vector passing in the neighborhood of any ahead given point multidimensional space hell. It follows from this that any locus of trait space (including a sparse one that does not give a grouping of items on this particular list, does not give a scale) can be filled with a group of correlated questions and get a new scale that measures something intermediate to what the questionnaire measured in its original version.

The choice of one or another system of scales (features) is largely determined by the developer's intention or the initial list that he has at his disposal" 1 .

As a result of the above considerations, some “corrective touches” are added to other criteria for evaluating employees of the “For Family Reasons” recruitment agency, since the previously identified key competencies are the result of these qualities and personality traits: strong will, the development of logicalabilities and figurative-sensory thinking(sensual, emotional intelligence).

"Competence" is a word that is used, perhaps not so often, but sometimes still slips in certain conversations. Most people perceive its meaning somewhat vaguely, confusing it with competence and using it out of place. At the same time, its exact meaning can serve as a weighty argument in controversy and discussion, as well as in proceedings. So what do they mean and what are they? Let's take a closer look.

Terminology

According to Efremova, competence is defined as a field of knowledge and the range of issues in which an individual is well aware. The second definition, according to the same source, says that this word also denotes a set of rights and powers (refers to an official). The latter is reduced to the term He is somewhat stricter than the former. But this definition is much more relevant to the essence of the present question of what competencies are, since the first option has many synonyms and is not so narrowly defined.

Competence and related terms

There are two approaches to interpreting the terms competence and competence:

identification;
differentiation.

Competence, roughly speaking, is the possession of any competence. In accordance with how widely the latter term is considered, and their relationship with the first concept is interpreted. By the way, it is described as characterizing the quality of the individual, his ability. Competence is interpreted differently - it is, first of all, a set.

Structuring

Competence is an integral result of interaction the following items its structures:

target. Defining personal goals, drawing up specific plans, building models of projects, as well as actions and deeds in order to achieve the desired result. The ratio of goals and personal meanings is assumed.
Motivational. Genuine interest and sincere curiosity in the work in which the person is competent, the presence of his own reasons to solve each arising task associated with this activity.
orientation. Accounting in the process of work of external prerequisites (understanding the base of one’s work, the presence of experience in it) and internal (subjective experience, interdisciplinary knowledge, methods of activity, specific features psychology, etc.). An adequate assessment of reality and oneself - one's own strengths and weaknesses.
Functional. The presence of the ability not only to have, but also to use in practice the acquired knowledge, skills, ways and methods of activity. Awareness of information literacy as a basis for the formation of one's own development, innovation of ideas and opportunities. Lack of fear of complex conclusions and decisions, the choice of non-standard methods.
Control. There are limits to the measurement of flow and conclusions in the course of activity. Moving forward - that is, improving ideas and consolidating the right and effective ways and methods. Relationship between actions and goals.
Evaluator. The principle of three "self": analysis, evaluation, control. Evaluation of the position, necessity and effectiveness of knowledge, skills or the chosen way to act.

Each of the elements can influence all the others by its behavior and is a significant factor for the concept of "formation of competencies".

Categorization

The terminology made it possible to understand what competencies are in general sense. More specifically, it falls into three broad categories:

self-management;
leading others;
organization leadership.

Competencies can also be divided according to another principle: for example, based on who owns them. Such types will affect professions, organizations and social groups.

Consider the following:

Teacher competencies. The essence of professional and pedagogical competence.
Competencies of students. Definition of a limited set of knowledge and skills.

Why were these chosen?

Relevance

The relationship between a teacher and a student is an intricate structure consisting of many elements. Lack of competence in matters of one entails a similar problem in another. As for what exactly should be included in the competence of the teacher, here one can observe an even more ambiguous situation.

Student competencies

Most scientists insist that the competence of students, more precisely, their number, should be strictly limited. Therefore, the most important ones were chosen. Their second name is core competencies.

The Europeans compiled their list approximately, without clarification. It has six items. The student must:

learning is the main action;
think - as an engine of development;
seek - as a motivational layer;
cooperate - as a communicative process;
adapt - as social improvement;
to get down to business - as the implementation of all of the above.

Domestic scientists treated the matter more responsibly. Here are the main competencies of students (seven in total):

The ability to learn. It assumes that a student who is able to learn independently will be able to apply the same independence skills in work, creativity, development, and life. This competence involves the choice of a learning goal by the student or the awareness and acceptance of the goal chosen by the teacher. This also includes the planning and organization of work, the selection and search for special knowledge, the availability of self-control skills.
General cultural. Development of personal self-perception of oneself in general and in society, spiritual development, analysis of national and international culture, the presence and use of language skills, self-education in oneself of moral and socio-cultural common values, focus on tolerant intercultural interaction.
Civil. This competence includes the ability to navigate the socio-political life, that is, to be aware of oneself as a member of society, the state, as well as social groups. Analysis of ongoing events and interaction with society and public authorities. Consider the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
Entrepreneurial. It implies not only the presence, but also the realization of abilities. These include, among others, the ratio of the desired and the actual, the organization of activities, the analysis of opportunities, the preparation of plans and the presentation of the results of work.
Social. Determination of one's place in the mechanisms of social institutions, interaction in social groups, compliance with the social role, diplomacy and the ability to come to compromises, responsibility for one's actions, community.
Information and communication. Rational use of information technology capabilities, building information models, evaluating the process and result of technical progress.
Health care. Preservation of both one's own health (moral, physical, mental, social, etc.) and others, which involves basic skills that contribute to the development and maintenance of each of the above types of health.

Key qualifications (basic skills)

European countries are synonymous with the meaning of the words "qualifications" and "competencies". Core competencies are also called core skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in various social and work situations.

List of key competencies in professional education in Europe:

Social. Development of new solutions and their implementation, responsibility for the consequences, correlation of personal interests with workers, tolerance for intercultural and interethnic features, respect and cooperation as a guarantee of healthy communication in a team.
Communicative. Oral and written communication in various languages, including various programming languages, communication skills, communication ethics.
Socio-informational. Analysis and perception of social information through the prism of critical sanity, possession and use of information technologies in various situations, understanding of the human-computer scheme, where the first link commands the second, and not vice versa.
Cognitive, also called personal. The need for spiritual self-development and the realization of this need - self-education, improvement, personal growth.
Intercultural, including interethnic as well.
Special. Includes the skills necessary for sufficient competence in professional field independence in this activity, an adequate assessment of their actions.

Competence and qualifications

For a person of the post-Soviet space, however, it is a little strange to hear the terms given in the title in The question of what competencies are starting to arise again and needs some clarifications for a clearer definition. Domestic researchers call qualification sufficient preparation for framework activity, in stable and limited states. It is considered an element of the competence structure.

But this is only the beginning of the differences. Also, key competencies in various sources have different names and interpretations.

Zeer called the key universal knowledge, as well as intercultural and intersectoral. In his opinion, they help to realize more specific skills necessary for a certain professional field of activity, and are also the basis for adaptation in non-standard and new situations and productive and efficient work in any circumstances.

Professional competencies

V. I. Baidenko singled out another important layer - professionally oriented competencies.

The concept has four connecting interpretations:

A combination of resilience and flexibility in receiving and accepting information, as well as in applying the received data to solve problems, in openness to interact with the above environment.
Quality criteria, scope, and relevant information used as constructs for the design of standards.
Effective implementation of qualities and skills that contribute to productivity and effectiveness.
The combination of experience and information that allows a person to progress in his work activity.

If we consider the terminology proposed by Baidenko, then we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act expediently and in accordance with the requirements of the task being performed in one's work area. A competent employee is ready to do it.

The competence of a teacher is one of the categories of professional, as well as covering the area of professional and pedagogical competence. More on this below.

Professional and pedagogical competence

The concept of teacher competence is an expression of the personal capabilities of the teacher, thanks to which he is able to independently effectively solve the tasks set for him by the administration of the educational institution, as well as those that arise in the course of training. This is theory put into practice.

The skills of a teacher come down to three main layers of abilities:

the use of learning techniques in the real state of affairs;
flexibility in decision-making, a variety of techniques for each of the tasks;
developing yourself as a teacher, innovating ideas and improving skills.

Depending on the ownership of these layers, there are five levels:

The first level of competence is reproductive.
The second is adaptive.
The third one is locally modeling.
The fourth is system-modeling knowledge.
Fifth - system-modeling creativity.

Competence assessment is based on the following requirements:

focus on individual characteristics;
comparison of previous assessments in order to identify;
diagnosing - should also be aimed at developing competencies, drawing up ways and plans for improvement;
creation of motivations and opportunities for introspection, self-assessment.

Competency assessment relies on the following criteria:

knowledge of the subject;
innovation;
attitude to work;
knowledge of psychological and pedagogical bases;
the ability to draw up curricula;
effectiveness of curricula;
pedagogical tact;
attitude towards students;
application of an individual approach in work;
student motivation;
development of students' skills of scientific thinking;
development of students' creative thinking;
the ability to arouse interest in the subject;
competencies in the classroom - types of work and activities;
correctness of speech;
Feedback;
paperwork;
self-education, self-improvement of personality and skills in objective activities;
extracurricular work:
communication with parents, colleagues, administration.

Competence of higher organizations

Of interest for consideration are those instances that themselves determine the management of the competencies of lower ranks. What qualifications should they have?

Power competence:

policy implementation (internal and external);
control of the socio-economic sphere;
management of the competences of lower authorities, ensuring effective work single structure;
the ability to maintain the integrity of connecting elements;
the formation of special programs that are appropriate for emerging problems, the implementation of programs;
realization of the right of legislative initiative.

Power, as you know, is divided into executive, judicial and legislative. The competence of the courts is determined on the basis of their level. For example, the International Court of Justice can deal only with cases between states, while the arbitral tribunal has jurisdiction over economic cases. The competences of such organizations are determined by their charter, as well as set out in the Constitution.

Competencies of entrepreneurial organizations, firms, etc.

The key competencies of the company are the basis for its strategic development, are aimed at improving activities and making a profit. Having sufficient qualifications allows the organization not only to stay afloat, but also to progress to the next level. A core competency should be closely related to the company's activities. That way, it allows you to get the most out of it.

Competences of the organization on the example of a business company in the field of trade:

knowledge of the field of activity (market) and constant updating of this knowledge;
the ability to analyze and implement the right decisions for the benefit of the company;
the ability to keep moving forward.

Conclusion

The concept of competencies borders on two more terms: competence, the scope of which is somewhat blurred, and qualification. The first can be somewhat confused with the original one, due to lexical features and etymology, and the relationship with it is determined from the choice of the term of competence. Qualification is somewhat more complicated: in the European community, concepts are identified, while domestic science tacitly agreed to more than differentiate them. Because of this, the situation with the designation of key competencies is not as clear as we would like.

State institution "Svobodnenskaya secondary school"

(Speech at a meeting of the methodological association)

Head of the Ministry of Defense M. Tokhasheva

2013-2014 academic year

FORMATION OF STUDENTS' KEY COMPETENCES

One of the main tasks of modern education is to achieve new, modern quality education. The new quality of education is understood as an orientation towards the development of the child's personality, his cognitive and creative abilities. The general education school should form new system universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies.

The composition of key competencies should include generalized, universal competencies, the mastery of which is necessary for a graduate for further education, personal development, life self-realization, regardless of the level of his education, development and the profession he chooses. In other words, the list of competencies, one way or another, reproduces a certain list of the main types of human activity.

What theoretical provisions should be guided by when forming key competencies in the education process. It should be noted that, seeing the shortcomings of the current content of education, teachers themselves are trying to improve it, without waiting for regulatory documents.

Studies have shown that building the content of education only on the basis of a competency-based approach is inappropriate. At the same time, the superstructure over the current content of education in the form of content that determines the formation of competencies leads to an overload of the already overloaded content of education. The way out is seen in the emphasis on the methods of activity and the creation of conditions for the emergence of students' experience of activity.

First, at the level of the pre-subject content of education, key competencies are formed and their content content is determined. Secondly, educational situations are constructed, the experience of action in which contributes to the formation of key competencies.

Given the above, it is possible to formulate didactic guidelines for the selection of pre-subject content of education (of a general theoretical nature) from the standpoint of a competency-based approach:

The idea of core competence as the ability to solve vital problems in specific situations.

A set of key competencies and their content.

The structure of key competencies, the central link of which is the experience of activity based on the acquired knowledge and skills of the individual.

Studies have shown that it is advisable to single out as key competenciesgeneral cultural, social - labor, communicative, personal self-determination.

General cultural competence - this is the ability of a person to navigate in the space of culture, it includes a knowledge component: an idea of the scientific picture of the world, knowledge of the main scientific achievements, an idea of artistic values.

The content of general cultural competence includes generalized methods of activity that allow the individual to appropriate cultural patterns and create new ones. The idea of these modes of action is formed within the competence-based approach. In general cultural competence, one can single out cognitive-informational competence, which includes the following methods of cognitive activity: intellectual skills (analysis, synthesis, comparison, classification, systematization, vision of patterns), skills of searching, processing, using and creating information, as well as observation, experiment, definition concepts, hypotheses, etc.

The experience of cognitive and informational activity is formed in the conditions high degree independence of students in the learning process.

Social and labor competence - the ability of the individual to interact with social institutions, perform social functions, navigate the labor market. Social and labor competence implies knowledge about society (its functions, values, development), social institutions (their functions, interaction with a person and with each other), labor market (its needs for this moment, development prospects, requirements for a professional in a particular industry).

The activities can be distinguished as follows:

the ability to perform social functions that belong to a certain social role:

ability to solve problems in the labor market.

The experience of students in the area of responsibility of social and labor competence is formed in business, role-playing and simulation games, social practices and projects.

Communicative competence - in the activity approach, communication is considered as Team work participants in communication, during which a common (up to a certain limit) view of things and actions with it is developed.

Communication - component the process of communication, which is the interaction of two or more people, including the exchange of information (i.e. communication) and mutual perception, understanding of students. Communicative competence is associated with informational competence, covering the receipt, use, transfer of information in the process of interaction.

The main focus should be on the methods of activity, which include:

1. ways to share information

monologue skills - perceive monologue speech, determine the main thing, make a monologue statement, analyze the perceived information, treat it critically;

dialogic skills - start communication, perceive information in the course of interaction, ask questions, analyze information in the course of interaction, ask questions, analyze information, clarify details, express your opinion;

2. ways of organizing joint activities -

goal setting, choice of methods of action, etc., supplemented by the ability to distribute responsibilities, be able to lead and obey, participate in the discussion of the problem, and summarize.

The experience of such activity is acquired in situations of perception and implementation of a monologue statement, participation in dialogues, discussions, joint solution of various problems: practical, philosophical, ethical, aesthetic, etc.

Ways of activity:

1) self-knowledge skills (self-observation, reflection, self-assessment);

2) the ability to make an appropriate choice (identify possible alternatives, analyze the positive and negative sides of each, predict the consequences, both for oneself and for others, make a choice and justify it, recognize and correct mistakes).

Since the key competence is considered as the ability of an individual to solve vital problems in specific situations, the ability to identify a problem, formulate it, analyze the available information and determine the missing, etc., arising from the stages of problem solving, should be present in each competence. Such skills are called organizational, their essence is the ability to organize one's activities to solve emerging problems.

Communicative competence is formed in the aspect of subject competences related to the teaching of monologue and dialogic speech.

In the formation of key competencies, it is necessary to combine lesson and extracurricular activities, since these competencies are formed in the entire life space of the student, which is wider than the school one.

Various methods and approaches contribute to the formation of key competencies.

For example, how can a chemistry lesson be built in terms of the integration of subject-oriented and competence-based approaches. So, when studying the topic “Electrolytic dissociation” in the 8th grade chemistry course, during the actualization, the knowledge that students already have from the physics course is established: usually children already know what an electric current is, sources of an electric current, the effects of an electric current, etc. . The next moment in the actualization block is to clarify the expectations of students, the definition of cognitive and practical problems that they would like to solve. These may be problems associated with the operation of a particular instrument for experiments in chemistry with electric shock, questions in which the key word is: “Why?” The next moment is to conduct elementary experiments proving the electrical conductivity or non-electrical conductivity of certain substances and solutions.

The workshop provides an opportunity to pay significant attention to the formation of key competencies. In this block, practical problems are solved with students, including those reflecting real life situations in which there is always an element of uncertainty.

The method of projects significantly contributes to the formation of key competencies.

Value-semantic competencies - these are competencies associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

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

Information competencies - these are skills of activity in relation to information in educational subjects and educational areas, as well as in the world around. Possession of modern media (TV, DVD, telephone, fax, computer, printer, modem, copier, etc.) and information technology (audio - video recording, e-mail, media, Internet). Search, analysis and selection of the necessary information, its transformation, storage and transmission.

In each academic subject (educational area), it is necessary to determine the necessary and sufficient number of interconnected real objects under study, which form the knowledge, skills, abilities and methods of activity that make up the content of certain competencies. The society of the future is a society with a demanded education, so the most important task today is to develop the required level of competencies achieved by students, as well as an appropriate measurement tool, ways that will make it possible to maintain equal rights to a decent education that allows individual achievements in the form of key competencies.

The emergence of competencies is the patterns of development of the history of education, which itself is marked by changes in educational activities. The sharp change in many professional tasks, in particular as a result of the introduction of new technologies, requires new actions and qualifications, the general educational basis of which must be laid in school.

An important issue in the formation of competencies is its knowledge content. Competences cannot be reduced only to actual knowledge or to activity skills. There are people who have extensive knowledge, but at the same time do not know how to apply it at all. The question arises, what should be the minimum that all young people should know by the end of school, what elements of history, art, literature, science and technology should be included in education in order to provide an understanding of the current situation, the realities of life and the ability to adequate activities that are in demand today . Knowledge cannot remain academic, and this issue is resolved through the development of key competencies.

Let us dwell in more detail on the concept of core competencies. What can be called core competencies? In a metaphorical sense, this concept can be represented as a tool with which you can carry out various actions, be prepared for new situations. Thus, the more actions you can perform using this tool, the better it is.

It should be noted that educational self-organization and self-education should be classified as the most significant key competencies. One of the goals of education is to create educational conditions for students to master key competencies.

Using the European and Russian experience, two different levels of key competencies can be named. The first level deals with education and the future of learners and can be called “core competencies for all learners”. The second, narrower, level refers to the development of personality traits, which is necessary for a new Russian society. The proposed system contains samples of competencies compiled on the basis of various domestic and foreign educational documents.

Educational competencies:

Organize the learning process and choose your own educational trajectory.

Solve educational and self-educational problems.

Link together and use separate pieces of knowledge.

Benefit from educational experience.

Take responsibility for the education you receive.

Research competencies:

Receiving and processing information.

Access to various data sources and their use.

Organization of consultations with an expert.

Presentation and discussion of different types of materials in a variety of audiences.

The use of documents and their systematization in independently organized activities.

Socio-personal competencies:

To critically consider one or another aspect of the development of our society.

See connections between present and past events.

Recognize the importance of the political and economic contexts of educational and professional situations.

Assess social patterns related to health, consumption and the environment.

Understand works of art and literature.

Engage in discussion and form your own opinion.

Deal with uncertainty and complexity.

Communication competencies:

Listen and consider other people's views.

Discuss and defend your point of view.

Perform in public.

Express yourself in a literary work.

Cooperation:

Make decisions.

Establish and maintain contacts.

Handle diversity of opinion and conflict.

Negotiate.

Collaborate and work in a team.

Organizational activity:

Organize your work.

Take responsibility.

Master the modeling tool.

Be included in and contribute to a group or community.

Get involved in the project.

Personally - adaptive competencies:

Use new information and communication technologies.

Come up with new solutions.

Be flexible in the face of rapid change.

Be persistent and resilient in the face of adversity.

Be prepared for self-education and self-organization.

It is possible to identify key competencies without relating them to the interests of those who should acquire them. Earlier, speaking of competencies, it was noted that all students need to master them. But it is well known that educational institutions are of various types and types are organized in various directions. In this regard, it is important to determine how far it is possible to go in defining a common approach to education and meaningful competencies. Core competencies, by definition, should be considered as belonging to the general choice necessary for a person qualities, as well as an integral part of the overall core of education.

Currently, criteria are being developed that determine the content of key competencies. They are based on the strategy of reorienting education towards the development of the student's personality.

Modern society requires a person open to communication, capable of intercultural interaction and cooperation. Therefore, one of the main tasks pedagogical activity advocates the formation of communicative competence at all levels educational process at school.

The competence-based approach involves the combination of the educational process and its comprehension into a single whole, during which the formation of the student's personal position, his attitude to the subject of his activity takes place. The main idea of this approach is that the main result of education is not individual knowledge, skills and abilities, but the ability and readiness of a person for effective and productive activity in various socially significant situations. In this regard, within the framework of the competence-based approach, it is logical to analyze not a simple “increase in the volume” of knowledge, but the acquisition of versatile experience. In the competence-based approach, one of the first places is taken by personal qualities that allow a person to be successful in society. From this point of view, the advantages of active, as well as group and collective teaching methods are:

development of positive self-esteem, tolerance and empathy, understanding of other people and their needs;

priority attention to the development of skills of cooperation, not competition;

providing an opportunity for group members and their teachers to recognize and appreciate the skills of others, thereby receiving confirmation of self-esteem;

development of listening and communication skills;

encouraging innovation and creativity.

Let us dwell separately on the formation of key competencies through collective forms of learning.

KEY COMPETENCES

Competence

Sphere of manifestation of competence

Activities within the competence

Subjects where this competence is the leading one

social

sphere of public relations (politics, labor, religion, interethnic relations, ecology, health)

the ability to take responsibility to participate in joint decision-making

physical Culture

story

social science

technology

economy

economical geography

ecology

self-building

sphere of social and cultural

determination of the main life goals and ways to achieve them. Active adaptation to the socio-cultural environment to achieve the main life goals

story

social science

economy

health-saving

area of healthy lifestyle

the formation of the main installations for maintaining a healthy lifestyle. A clear idea of the plan for the preservation and development of their own health and the health of others

all things

PDO

Classroom hour

communicative

sphere of communication

mastery of oral and written communication

all things

PDO

Classroom hour

informational

sphere of information

knowledge of new technologies, the ability to evaluate information

all things

PDO

educational and cognitive

sphere of science, art

the ability to learn throughout life, possession of knowledge, skills and abilities

physics

chemistry

geography

mathematics

art

Competence of professional self-determination

career guidance and pre-professional education

determination of own interests in professional activity. Valuable attitude to work and its results. Ability to design your own life program, readiness for its implementation

All things

PDO

Classroom hour

With these competencies, students will be able to freely and independently choose the goals and means of various activities, manage their activities, while improving and developing their abilities to implement them.

The introduction of the competency-based approach should be carried out in a differentiated way, taking into account the specifics of individual subjects.

Competence-based approach, which is gaining momentum in modern school, is a reflection of the conscious need of society to train people who are not only knowledgeable, but also able to apply their knowledge.

Literature:

1. Barannikov A.V. Content general education. Competence approach - M., HSE - 2002

2. Bodalev A.A. Personality and Communication Fav. tr. - M., Pedagogy, 1983

3. Khutorskoy A.V. Key competencies. Design technology - M., Pedagogy, 2003, No. 5

4. Competence-based approach in teacher education. Ed. V.A. Kozyreva, N.F. Radionova - S Pb, 2004

5. Lyceum education: experience, problems, prospects. Ed. ABOUT. Repinoy - M., 2007

6. New requirements for the content and methods of teaching in the Russian school in the context of the results of the international study PISA - 2000 - M., 2005

There are quite specific definitions competencies as skills needed to be successful at work, school and life (QCA definitions).

Competence translated from Latin means a range of issues in which a person is well aware, has knowledge and experience.

According to the doctor of pedagogical sciences Herman Selevko, that competence– willingness of the subject to effectively

organize internal and external resources for setting and achieving goals. Internal resources are understood as knowledge, skills, skills, over-subject skills, competencies (methods of activity), psychological characteristics, values, etc. Competencies are qualities acquired through living situations, reflecting on experience.

Doctor of Pedagogical Sciences, Academician of the International Pedagogical Academy, Moscow, Andrey Viktorovich Khutorskoy gives his understanding of today's term competence – an alienated, predetermined social requirement (norm) for the student's educational preparation, which is necessary for his effective productive activity in a certain area.

The constituent elements of the concept of "competence":

knowledge is the set of facts required to do the job. Knowledge is a broader concept than skills. Knowledge represents the intellectual context in which a person works.
skills- this is the possession of means and methods for performing a specific task. Skills come in a wide range; from physical strength and dexterity to specialized training. Common to skills is their specificity.
ability- an innate predisposition to perform a specific task. Ability is also a rough synonym for giftedness.
stereotypes of behavior means the visible forms of action taken to complete a task. Behavior includes inherited and acquired responses to situations, and situational stimuli. Our behavior reflects our values, ethics, beliefs, and responses to the world around us. When a person demonstrates self-confidence, forms a team of colleagues, or shows a propensity for action, his behavior is consistent with the requirements of the organization. The key aspect is the ability to observe this behavior.
efforts is a conscious application in a certain direction of mental and physical resources. Effort is at the core of the work ethic. Any person can be forgiven for lack of talent or average ability, but never for lack of effort. Without effort, a person resembles wagons without a locomotive, which are also full of abilities, but stand lifeless on the rails.

Competence- a set of personal qualities of the student (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activity in a certain socially and personally significant area.

Under core competencies the most universal in nature and degree of applicability of competence are implied. Their formation is carried out within the framework of each academic subject, in fact, they are oversubject.

CLASSIFICATION OF COMPETENCES BY J. RAVENU

1970-1990 characterized by the use of the category competence / competence in the theory and practice of teaching a language (especially a non-native one), as well as professionalism in management, leadership, management, in teaching communication; the content of the concept of "social competencies/competences" is being developed. In the work of J. Raven "Competence in modern society", which appeared in London in 1984, a detailed interpretation of competence is given. Competence "consists of a large number of components, many of which are relatively independent of each other ... some components are more cognitive, and others more emotional ... these components can replace each other as components of effective behavior".

37 types of competencies, according to J. Raven

a tendency to a clearer understanding of values and attitudes in relation to a specific goal;
tendency to control one's activities;
involvement of emotions in the process of activity;
willingness and ability to learn independently;
seeking and using feedback;
self-confidence;
self-control;
adaptability: no feeling of helplessness;
propensity to think about the future: the habit of abstraction;
attention to the problems associated with the achievement of goals;
independence of thought, originality;
critical thinking;
readiness to solve complex issues;
a willingness to work on anything controversial and troubling;
study of the environment to identify its capabilities and resources (both material and human);
willingness to rely on subjective assessments and take moderate risks;
lack of fatalism;
willingness to use new ideas and innovations to achieve the goal;
knowing how to use innovations;
confidence in the benevolent attitude of society towards innovation;
installation on mutual gain and breadth of prospects;
persistence;
resource usage;
confidence;
attitude to the rules as pointers of desirable ways of behavior;
ability to make decisions;
personal responsibility;
the ability to work together to achieve a goal;
the ability to encourage other people to work together to achieve a set goal;
the ability to listen to other people and take into account what they have to say;
striving for a subjective assessment of the personal potential of employees;
willingness to allow other people to make independent decisions;
the ability to resolve conflicts and mitigate disagreements;
ability to work effectively as a subordinate;
tolerance for different lifestyles of others;
understanding of pluralistic politics;
willingness to engage in organizational and social planning.

Based on previous studies, it is necessary to distinguish between the often used synonymous terms "competence" and "competence".

KEY COMPETENCES: EUROPEAN VERSION

There is no single agreed list of key competencies. Since competencies are, first of all, the order of society for the preparation of its citizens, such a list is largely determined by the agreed position of society in a particular country or region. It is not always possible to achieve such agreement. For example, during international project"Identification and selection of key competencies", implemented by the Organization economic cooperation and Development and the National Institutes of Education Statistics in Switzerland and the United States have not developed a strict definition of key competencies.
During the Council of Europe symposium on the topic “Key competencies for Europe”, the following indicative list of core competencies was identified.

Study:

be able to benefit from experience;
organize the relationship of their knowledge and organize them;
organize your own learning methods;
be able to solve problems;
engage in their own learning.

Search:

query various databases;
interrogate the environment;
consult an expert;
get information;
be able to work with documents and classify them.

Think:

organize the relationship of past and present events;
be critical of one or another aspect of the development of our societies;
be able to resist uncertainty and complexity;
take a stand in discussions and forge your own opinion;
see the importance of the political and economic environment in which training and work takes place;
evaluate social habits related to health, consumption, as well as the environment;
be able to evaluate works of art and literature.

Cooperate:

be able to cooperate and work in a group;
make decisions - settle disagreements and conflicts;
be able to negotiate;
be able to develop and execute contracts.

Take on the job:

be included in the project;
be responsible;
join a group or team and contribute;
show solidarity;
be able to organize their work;
be able to use computational and modeling instruments.

Adapt:

be able to use new information and communication technologies;
prove flexibility in the face of rapid change;
show resilience in the face of difficulties;
be able to find new solutions.

KEY COMPETENCES OF RUSSIAN EDUCATION

For Russia, the tendencies of European education have never been indifferent. At the same time, the concept of “one’s own”, unlike others, does not give up its position, the supporters of which justified such a removal by the specifics of domestic traditions. However, our country can no longer and should not stand aloof from the general processes and trends in the development of education. In this sense, the tendency to strengthen the role of competencies in education is no exception. Of course, when concretizing the above key competencies, it is necessary to take into account the real situation. The list of key competencies, which is given below, is based on the main goals of general education, the structural representation of social experience and personal experience, as well as the main activities of the student, allowing him to master social experience, gain life skills and practical activities in modern society.

Taking into account these positions and based on the conducted research, the following groups key competencies:

– Value-semantic competences. These are competencies associated with the student's value orientations, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose target and semantic settings for his actions and deeds, 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 of activities in the field of national and universal culture; spiritual and moral foundations of the life of man and mankind, individual peoples; cultural foundations of family, social, public phenomena and traditions; the role of science and religion in human life; competencies in the household, cultural and leisure sphere, for example, possession of effective ways of organizing free time. This also includes the student's experience of mastering the picture of the world, expanding to a cultural and universal understanding of the world.

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

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

– Communication competencies. Knowledge of languages, ways of interacting with surrounding and remote events and people; skills of working in a group, team, possession of various social roles. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real objects of communication and ways of working with them are fixed for the student of each level of education within each studied subject or educational area.

– Social and labor competencies. Acting as a citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and obligations 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 social benefits, and master the ethics of labor and civil relations.

– Competencies of personal self-improvement aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include the rules of personal hygiene, taking care of one's own health, sexual literacy, internal ecological culture, and ways of safe life.

List of used literature:

Khutorskoy A.V. Article "Key competencies as a component of student-centered education" // National Education. - 2003. - No. 2. - P.58-64.
Khutorskoy A.V. Article "Technology for designing key competencies and subject competencies." // Online Magazine"Eidos".
Perelomova N.A., Head of the Department of IPKRO, Irkutsk.
Article “Key competencies in education: modern approach. // Internet magazine "Eidos".
S.A. Denisov, Novosibirsk.
Article “Development of subjects educational activities through the formation of key competencies”. http://den-za-dnem.ru/page.php?article=153
I.A. Zimnyaya. Article "Key competencies - a new paradigm of educational outcomes". // Internet magazine "Eidos".
G.V.Pichugina. Article "Competence approach in technological education".
Journal "School and production" №1 2006

Head of the Sector for Organizational and Methodological Work of the MKU "Center for Ensuring the Activities budget institutions urban district of Sudak "- Sobko Yu.A.

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And key competencies as a basis. Technology for designing key and subject competencies

Terminology

Competence and related terms

Structuring

Categorization

Relevance

Student competencies

Competence and qualifications

Professional competencies

Professional and pedagogical competence

Competence of higher organizations

Competencies of entrepreneurial organizations, firms, etc.

Conclusion

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