Competence Approach in Education: Theoretical Aspects

Elya Khachatryan

doi:10.12737/14340

COMPETENCE APPROACH IN EDUCATION: THEORETICAL ASPECTS Competence Approach in Education: Theoretical Aspects

АА Аа

Published in Standards and Monitoring in Education · Volume 3, Issue 5 · Pages 35–41 · Rubric: Foreign experience

DOI: https://doi.org/10.12737/14340

Received: 18.10.2015 Accepted: 18.10.2015 Published: 18.10.2015 Language of publication: ru-RU

Authors

Elya Khachatryan

ABSTRACT

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.

KEYWORDS

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.

Text

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.

1. Baydenko V.I. Viyavleniye sostava kompetentsiy vypusknikov vuzov kak neobkhodimiy etap proektirovaniya GOS VPO novogo pokoleniya [Identifi cation of competences of graduates as a necessary stage of designing of the new State standard of higher professional education]. Moscow, Issledovatelskiy tsentr problem kachestva podgotovki spetsialistov Publ., 2006. 72 p.

2. Batyshev S.Ya. Professionalynaya pedagogika [Professional pedagogy]. - Moscow, Assotsyastiya “Professionalynoye obrazovaniye” Publ., 1997. 512 p.

3. Baydenko V.I. Bolonskiy protsess: poisk obschnosty yevropeyskich system vysshego obrazovaniya (proyekt TUNING) [Bologna process: fi nding the commonalities of European higher education systems (project TUNING)]. Moscow, Issledovatelskiy tsentr problem kachestva podgotovki spetsialistov Publ., 2005. 174 p.

4. Bolotov V.A. Competency model: from the idea to the educational program. Pedagogika [Pedagogy]. 2003, I.10, pp. 8-14. (in Russian)

5. Bolshya sovetskaya entsiklopediya: v 30 t. [The Great Soviet Encyclopedia: in 30 vol.]. Moscow, Sov.Entsikl. Publ., 1973, V. 12. 585 p.

6. Vvedentskiy V.N. Modeling of professional competence of the teacher. Pedagogika [Pedagogy]. 2003, I. 10, pp. 51-55. (in Russian)

7. Verbitskiy A.A. Kompetentnostniy podkhod i teoria kontekstnogo obucheniya [Competence approach and the theory of contextual learning]. Moscow, ITS PKPS Publ., 2004. 84 p.

8. Zimnaya I.A. Klucheviye kompetentsii kak rezultativno-tselevaya osnova kompetentnostnogo podkhoda v obrazovanii (avtorskaya versiya) [Key competencies as an eff ective target basis of the competence approach in education. Author version]. Moscow, Issledovatelskiy tsentr problem kachestva podgotovki spetsialistov Publ., 2004. 38 p.

9. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Kompetentnostniy podkhod v obrazovanii. Problem, ponyatiya, instrumentariy. Uchebno-metodicheskoye posobiye [Competence approach in education. Problems, concepts, tools]. Moscow, APKiPPRO Publ., 2005. 101 p.

10. Yerma kov D.S., Ivanova Ye.O., Osmolovskaya I.M., Ryazanova D.V. Shalygina I.V. Kompetentnostniy podkhod k formirovaniyu soderzhaniya obrazovaniya. [Competence approach to the formation of educational content]. Moscow, ITIP RAO Publ., 2007. 210 p.

11. Kondakov N.I. Logicheskiy slovar-spravochnik [Logical dictionary]. Moscow, Nauka Publ., 1975. 720 p.

12. Krychevsriy V.Yu. Vozmozhnosty sistemy povysheniya v preodoleniya professionalnoy nekompetentnosty spetsialista [The capabilities of the system in overcoming professional incompetence of a specialist]. St. Peterburg, NII NOV Publ., 1990. 70 p.

13. Novyi slovar inostrannych slov [A new dictionary of foreign words]. Moscow, Sovremenniy Literator Publ., 2005. 1088 p.

14. Ozhegov S.I., Shvedova N.Yu. Tolkoviy slovar russkogo yazyka [Explanatory dictionary of the Russian languag]. Moscow, AZ Publ., 1995. 928 p.

15. Raven J. Competence in Modern Society: Its Identification, Development and Release. Unionville. New York: Royal Fireworks Press. 1997. 396p. (Russ. ed.: Raven Dzh. Kompetentnost v sovremennom obschestve: vazvleniye, razvitiye i realizatsiya. Moscow, “Kogito-Tentr” Publ., 2002, 396 p.)

16. Ryabov V.V., Frolov Yu. V., Makhotin D.A. Kriterii otsenki pedagogicheskoy deyatelnosti na yazyke kompetentsiy i koppetentnostey: predlozheniya po sozdaniyu professionalnogo I obrazovatelnogo standarta pedagoga. Nauchno-prakticheskoye posobiye dlya rukovoditeley i spetsialistov sistemy obrazovaniya. [Assessment criteria of teaching at both the language skills and competencies: proposals for the creation of professional and educational standards of the teacher. Scientific and practical guide for managers and specialists of the education system]. Moscow, OOO “NITS Inzhener” Publ., 2007. 92 p.

17. Khutorskoy A.V. Key competences. Technology design. Narodnoye obrazovaniye [Nationl education]. 2003, I. 5, pp. 55 - 61 (in Russian).

18. Durand, T. Strategizing innovation: competence analysis in assessing strategic change. In A. Heene & R. Sanchez (eds) Competence-Based Stra-tegic Management. Chichester: Wiley. 1997.

19. Everwĳ n S.E.M. Het hoe, wat en waarom van competentiegericht onderwĳ s [The how, what and why of competence based education]. In K. Schlusmans, R. Slotman, C. Nagtegaal, & G. Kinkhorst (Eds.), Competentiegerichte leeromgevingen [Competence based learning environments]. 1999, Utrecht: Lemma, pp. 63-78.

20. Hyland T. Competence, Education and NVQs. Dissenting Perspectives. - London: Cassell, 1994. 166 pages

21. Keen K. Competence: What is it and how can it be developed? Instructional Design: Implementation Issues / Eds. By J. Lowyck, P.de Potter, J.Elen. Brussels: IBM Education Center, 1992. P. 111-122.

22. McClelland D.С. Testing for Competence Rather Than for “Intelligence”. American Psychologist, 1973. Vol. 28 (1), Jan, pp. 1-14.

23. Mirabile R.J. Everything you wanted to know about competency modeling. 1997. Training and development, august, pp. 73-77.

24. Parry S.B. The quest for competencies: competency studies can help you make HR decision, but the results are only as good as the study. 1996. Training, 33, pp. 48-56.

25. Stoof A., Martens R.L., Merriënboer J.J.G., Bastiaens T.J. The boundary approach of competence: А constructivist aid for understanding and using the concept of competence. Human Resource Development Review, 1(3) 2002, pp. 345-365.

JATS XML

Zamestitel' glavnogo redaktora

Nadezhda Merkulova

russalina_05@list.ru

Vypuskayuschiy redaktor

Dar'ya Sklyankina

501@infra-m.ru

GOST

Khachatryan E. Competence Approach in Education: Theoretical Aspects // Standards and Monitoring in Education. 2015. no. 5. pp. 35-41. DOI: https://doi.org/10.12737/14340. (Date of access 11.11.2026).

MLA

Elya Khachatryan. "Competence Approach in Education: Theoretical Aspects." Standards and Monitoring in Education 3.5 (2015): 35-41. DOI: https://doi.org/10.12737/14340.

APA

Khachatryan E. (2015). Competence Approach in Education: Theoretical Aspects. Standards and Monitoring in Education, 3(5), 35-41. https://doi.org/10.12737/14340

Chicago

Elya Khachatryan. "Competence Approach in Education: Theoretical Aspects." Standards and Monitoring in Education 3, no. 5 (2015): 35-41. https://doi.org/10.12737/14340.

WIKI

{{cite journal | author = Khachatryan E. | title = Competence Approach in Education: Theoretical Aspects | journal = Standards and Monitoring in Education | year = 2015 | volume = 3 | issue = 5 | pages = 35-41 | doi = 10.12737/14340 }}

Copy

Export: BibTeX EndNote RefMan RusMARC

COMPETENCE APPROACH IN EDUCATION: THEORETICAL ASPECTS Competence Approach in Education: Theoretical Aspects

Confirmation