The article focuses on the competence approach in education, analyzes foreign and domestic psychological and pedagogical research on this issue and gives a detailed analysis of the interpretation of the concepts "competency", "competence" of foreign and domestic scientists. The author suggests his own interpretation of the basic concepts of the competence approach. The American approach to the defi nition of "competency" aims at solving the problem of what personal traits of the individual determine the successful action while the English one aims at studying on the characteristics of activities and their implementation. According to the author, both approaches represent separate sides of the considered concept. Successful activity is determined not only by personality traits of the individual but the ability to update knowledge and skills and choose the right ways of behavior and activity for each specifi c situation. Study on the characteristics of activities and their implementation without regard to the individual that carries it and specifi c conditions for the implementation doesn’t reveal the concept of "competency". The article emphasizes that the activity approach is predominated in Russian psycho-pedagogical studies that determine the nature of competency / competence.
competence approach, competence, competency, levels of competence, qualifi cation, key competencies, readiness, ability, the results of education, a person´s quality, eff ective activity, the complex of knowledge, abilities, skills, experience, American approach, the English approach, activity approach, research of Russian scientists.
В настоящее время система высшего профессионального образования реализует образовательные программы на основе компетентностного подхода. Федеральный закон «Об образовании в Российской Федерации» через понятие «компетенция» определяет результаты обучения. Следует отметить, что термин «компетентностный подход» используется в российской образовательной практике, но в некоторых западноевропейских системах профессионального образования принято выражение «обучение на основе компетенций» [1].
Поиск новых образовательных парадигм обусловлен несоответствием традиционных систем высшего образования вызовам времени, неспособностью адекватно готовить студентов к жизнедеятельности и успешной самореализации в условиях динамично изменяющегося общества. Мобильные потребности современного общества требуют развития у молодых людей определенных личностных качеств: образовательной мобильности, способности применять приобретенные знания в разных сферах, даже таких, о которых сегодня мы еще не имеем четких представлений. Базовые принципы, принятые в образовательных системах разных стран, определили реформу высшего профессионального образования, которая получила в Европе название Болонского процесса. Основой этой реформы и стал компетентностный подход.
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