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11COMPETENCE-BASED APPROACH TO EDUCATION IN HIGHER EDUCATIONAL INSTITUTION
Abstract
The paper deals wth the relevance of application of new methods of training, the most important of which is competence-based approach to education in higher educational institutions. The purpose of the paper is revive of the main signs and groups of competences of educational process. The paper describes educational process basing on competence-based approach to education. The presented material wll be useful for lecturers of higher educational institutions for conducting their lessons.
Keywords
education, educational process, cognitive activity, teacher, expert, personality, competency, interactive methods of training, higher educational institution
AUTHORS
Ivan Atanov
PhD in Engineering, vice rector for educational work Stavropol State Agricultural University Stavropol, Russia atanovivan@maH.ru
Anatoly Lebedev
PhD in Engineering, dean Department of Agricultural Mechanization Stavropol State Agricultural University Stavropol, Russia
Vitaliy Grinchenko
PhD in Engineering, senior lecturer Department of Use of Electric Energy
in Agriculture Stavropol State Agricultural University Stavropol, Russia grinchen_ko@maH.ru
Ivan Kapustin
PhD in Engineering, Professor Department of Processing Equipment of Stock-raising and Overworking Enterprises Stavropol State Agricultural University Stavropol, Russia
Elena Kapustina
PhD in Economics, Associate Professor Department of Statistics and Econometrics Stavropol State Agricultural University Stavropol, Russia statistik@stgau.ru
According to the Federal Law "On education in the Russian Federation", "Education is a uniform purposeful process of education and training, and also a set of acquired knowledge, abilities, skills, valuable installations, experience of activity and competences of a certain volume and complexity ...".
Definition "education" opens three key aspects: process, value and result (Fig 1).
It should be especially noted that realization of procedural, valuable and productive aspects of education has to be carried out only in their unity. Education is social, constantly improved phenomenon. Reproduction and development of education demands big resources; it is carried out in activity of many people, establishments, and organizations with the use of various means and methods.
The main components of educational process in higher educational institution are teachers. Complexity of introduction of new pedagogical technologies lays in the fact that most teachers have only visibility of knowledge, but practically they do not have abilities
allowing departing from traditional training technique. Unlike active training forms, "traditional training" has survivability and does not demand special expenses of energy and skills. Innovation of study assumes purposeful introduction of new methods and technologies promoting effective training.
FIGURE 1. KEY ASPECTS OF EDUCATION
Educational process traditionally was based on knowledge as the main value of education. Mastering knowledge was a basic indicator of training and educational result and formation of practical activities was considered as assimilation of experience of application of knowledge in practice. Now as a result of rapid development of informatization and mass media, knowledge stopped being the absolute value of education, and this place was taken by active spontaneous personality capable to search and process knowledge and solve specific works objectives.
Change of the valuable basis of education resulted in need to create educational process on competence-based approach providing ability of a personality to solve certain problems caused by specifics of carried-out activities.
Competency is the general concept covering all activities and all range of the tasks solved in it. For specification of the concept in each kind of activity the concept "competence" appeared in competence-based approach.
Integration of Russia into the European educational space defined a need of the State for competent, mobile, competitive experts and need of expansion of professional recognition, comparability and compatibility of diplomas and qualifications. It caused relevance of formation of professional and key competences.
The concept "key competences" (key skills) predetermines that they are the basis (the key) for other, special, subject-oriented competences.
Key competences are a set of basic knowledge, general (universal) abilities, personal qualities allowing to reach positive results in professional activity and other areas of life. They present the highest step in the hierarchies of competences as have interdisciplinary character. Orientation to new objectives of education demands not only changes of maintenance of studied subjects, but also changes of methods and forms of educational process organization, activization of learners' activity during training process, relation of studied problems to real life and searches of solutions of arising problems.
FIGURE 2. BASIC SIGNS OF COMPETENCES
As a result of training, such qualities as independence, responsibility for decision-making, students' creative and personal activities defining behavioral qualities of competent worker in labor market have to be created and developed. In conditions of developing training, innovations in education predetermine application of interactive methods for conducting educational process based on creative approach to the studied material and providing conditions for disclosure of student's identity.
Today the main signs (Fig. 2) and groups of competences (Fig. 3) are allocated.
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Group of competences
FIGURE 3. GROUPS OF COMPETENCES
Social competences are connected with readiness to take responsibility, be active in decision-making, in public life, in settlement of conflicts, in functioning and development of democratic institutes of society.
Poly-cultural competences concern mutual respect to surrounding people, their culture, tenor of life, language and religion.
Communicative competences predetermine development of a broad outlook of oral and written communication and mastering several languages.
Information competences provide possession of modern information technologies, abilities to get, comprehend and use various information.
Competences of self-development are connected with need and readiness to fill up the baggage of knowledge, self-improve in professional, private and public life.
It should be noted that for mastering competences a student has to become the subject of activity. Such conditions, which show these competences, are necessary for formation of certain competences. "To be competent" means to be able to apply the
gained knowledge and experience in the concrete situation. And a teacher has a difficult professional and methodological task to build a complex of activity purposes, which would fully correspond to competence-based approach to education in a higher educational institution.
REFERENCES
1. Atanov, I.V., Orlyansky, A.V., Lebedev, A.T and Kapustin, I.V. (2014), Interactive methods in educational process of engineering faculties, AGRUS, Stavropol, 92 P.
2. Atanov I.V., Kapustin, I.V., Nikitenko, G.V. and Skripkin, V.S. (2013), "Intersubjecti ve connections in educational process of higher educational institution", Modern problems of science and education, № 6, pp. 15-17.
3. Atanov, I.V., Kapustin, I.V. and Grinchenko, V. A. (2014), "Formation of students competences of engineering departments with use of interactive training methods", Science and education: modern trends: collective monograph, CNS "Interactive Plus", Cheboksary, 358 P.
4. Kapustina, E.I. (2012), "Methodical bases of the organization of educational process at two-level education system", Innovative vectors of modern education, AGRUS, Stavropol, pp. 62-67.
5. Skripkin, V.S., Kapustina, E.I., Orlyanskaya, I.A., Kapustin, I.V. and Bezgina, Yu.A. (2013), "Organization and control of independent work of students", Modern problems of science and education, № 6, p. 346.
6. Trukhachev, V.I., Tarasova, S.I., Khokhlova, E.V. and Fedisko, O.N. (2010), "System of educational work in higher educational institution: traditions of quality", Higher education in Russia, №10, pp. 72-80.
7. The federal state educational standard of higher education of May 25, 2009. Number of the state registration of PR-FGOS-215.
8. Kapustin, I., Grinchenko, V. and Kapustina, E. (2014), "Organization of independent work of students in a higher educational institution", Modern European Researches, Issue 4, pp. 17-20.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PROFESSIONAL AND PERSONAL FORMATION AND DEVELOPMENT OF A TEACHER
Abstract
The paper deals with the structure and the content of a system of psychological and pedagogical support of professional and personal formation and development of a teacher. New view of an issue of subjects and objects of a process of a teacher-professional support is given. The role of tutorship institution in the formation of socially important traits of a teacher is underlined.
Keywords
professional and personal formation and development of a teacher, psychological and pedagogical support of professional and personal formation and development of a teacher professional, professional self-determination of a teacher, self-actualization of a person, tutorship institution
AUTHOR
Anatoliy Batarshev
PhD in Pedagogics, Professor, Chief researcher of pedagogical education Institute of Teacher Education and Adult Education, Saint Petersburg, Russia Batarchev@mail. ru
According to the philosophical dictionary, the term "becoming" specifies the transitive condition leading to formation of phenomena of reality, to self-determination
