The concept of competences and their types, and levels of competence development. Types of competence in the pedagogical process. Types of competences in education

Most researchers, studying the concept of competences and their types, note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what kinds and levels of competence development exist.

General information

At present, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences in competence from competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is knowledgeable and has practical experience. Competence refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.

Relevance of the issue

It should be said that at present there is no single semantic space for the definition of "core competencies". Moreover, in different sources they are called differently. Highlighting the types of key competencies in education, researchers find the fuzziness and unevenness of the division of these categories themselves. An example is the classification of GK Selevko. According to the researcher, there are such types of competencies as:

1. Communicative.
2. Mathematical.
3. Informational.
4. Productive.
5. Autonomizing.
6. Moral.
7. Social.

The intersection of classes (nonstrictness) is expressed in this classification in that, for example, productivity can be considered as the general property of any activity: communication or solving mathematical tasks. The information category intersects with the others, and so on. Thus, these types of competences can not stand out as isolated. Intersecting values are also found in the AV Khutorsky classification. It defines the following competencies:

1. Educational and cognitive.
2. Value-semantic.
3. Social and labor.
4. Communicative.
5. All-cultural.
6. The personal.
7. Informational.

Different authors can meet from 3 to 140 competencies. In 1996, at an symposium in Berne, an approximate list of basic categories was formulated. It includes the following competencies:

1. Social and political.
2. Intercultural. They allow you to coexist with people of a different religion or culture.
3. Determinative ability to learn throughout life.
4. Written written and oral communication.

Domestic classification

The most complex, according to experts, types of professional competencies identified IA Winter. Its classification is based on the category of activity. Winter distinguishes the following types of professional competencies:

1. Relating to man as a person, as a subject of communication, activity.
2. Concerning the social interaction of people and the environment.
3. Relating directly to human activities.

For each group, their own types of key competencies are provided. So, in the first include the following categories:

1. Health saving.
2. Value-semantic orientation in the world.
3. Citizenship.
4. Integration.
5. Subject and personal reflection.
6. Self-development.
7. Self-regulation.
8. Professional Development.
9. Speech and language development.
10. Meaning of life.
11. Possession of the culture of the native language.

Within the second group, the main competencies are:

1. Communication.
2. Social interaction.

The last block includes competencies:

1. Activities.
2. Information technologies.
3. Cognitive.

Structural elements

If we analyze the types of competencies identified by the authors in education, then it is quite difficult to discover the fundamental differences between them. In this connection, it is advisable to consider categories as mutually subordinate components of a subject's activity. Within the scope of any field of activity, the competence includes the following components:

1. Cognitive.
2. Motivational.
3. Axiological (value relations, personality orientation).
4. Practical (skills, abilities, experience, abilities).
5. Emotionally-volitional. In this case, competence is considered as a competence potential. It can be implemented in a specific field of activity and should become effective when using mechanisms of self-regulation and self-organization.

An Important Moment

The types of teacher's competences, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It involves the desire and willingness to coexist in harmony with others and with oneself. The second element is professional. It provides readiness and the desire to work in a specific field of activity. Each of these components, in turn, can be divided into certain types of competencies. In the pedagogical process there are basic and special elements. The first refers to the graduates of all universities. The latter are important for a particular specialty.

Competences (types in pedagogy)

For the future specialists a system consisting of 4 blocks is developed. In each of them, the types of professional competencies of the teacher are defined:

1. General socio-psychological.
2. Special professional.
3. Special social and psychological.
4. General professional.

The latter is defined as the basic skills, knowledge, abilities, abilities and readiness for their actualization within the group of specialties. This block can include such types of competencies as:

1. Administrative and management.
2. Research.
3. Production.
4. Design and construction.
5. Pedagogical.

A special category presupposes the level and type of graduate training, the availability of aspiration and readiness necessary for the implementation of specific activities. Their content is determined in accordance with state qualification indicators. General socio-psychological competence is the desire and readiness for effective interaction with others, the ability to understand others and themselves against the background of constantly changing mental states, environmental conditions, interpersonal relationships. In accordance with this, the basic categories that make up this block are identified. It includes such types of competencies as:

1. Social (ability to work in a group / team, responsibility, tolerance).
2. Personal (the desire and willingness to develop independently, learn, improve, etc.).
3. Information (the possession of existing technologies, the ability to use them, knowledge of a foreign language, etc.).
4. Ecological (knowledge of the laws of the development of nature and society, etc.).
5. Valeological (aspiration and readiness to monitor their health).

Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, quality, which ensures the productivity of direct work.

Basic skills

Types of competences of students are the main criteria for the quality of their training, the degree of formation of basic skills. Among the latter there are the following skills:

• Self-government;
• communications;
• Social and civil;
• Business;
• Management;
• Analyzing.

The base unit also includes:

• Psychomotor skills;
• Cognitive abilities;
• General industrial qualities;
• Social abilities;
• Individually-oriented skills.

Here are also present:

• Personal and sensorimotor qualifications;
• Social and professional skills ;
• Multivalent competence;
• Special cognitive abilities , etc.

Characteristics

Analyzing the skills indicated above, it can be noted that the basic competencies in education are consistent with them. So, the social bloc consists of the ability to assume responsibility, jointly work out solutions and participate in their implementation. The social competence includes tolerance to various religions and ethno-cultures, the manifestation of the conjugation of individual interests with the needs of society and the enterprise. The cognitive block includes readiness to raise the level of knowledge, the need for implementation and actualization of personal experience, the need to learn new information and acquire new skills, the ability to self-improvement.

Levels of competence development

Characteristic behavioral indicators, of course, is of great importance in assessing the skills of the subject. However, it is also important to highlight the levels of development of existing competencies. The most universal is the description system used in some Western companies. Within the framework of this classification, it is possible to identify important qualities by placing them at appropriate levels. In the classical version for each competence, there are 5 levels:

1. Leadersky - A.
2. Strong - V.
3. Basic - S.
4. Insufficient - D.
5. Unsatisfactory - E.

The last degree shows that the subject does not possess the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since a person not only does not use any skills, but does not understand their importance. Insufficient degree reflects a partial manifestation of skills. The subject seeks, tries to use the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. The basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are inherent in this competence. The base degree is considered optimal for the performance of effective activities. A strong level of competence development is necessary for leading cadres of the middle level. He assumes a very good formation of skills. The subject, who owns complex skills, can exert an active influence on what is happening, solve operational problems in critical situations. This level also implies the ability to anticipate and prevent negative phenomena. The highest degree of skill formation is necessary for top managers. Leadership level is required for managers making strategically important decisions. This stage assumes that the subject is not only able to independently apply the available necessary skills, but also can create appropriate opportunities for other persons. A person with a leadership level of competence development organizes events, formulates rules, norms, procedures that promote the manifestation of skills and abilities.

Terms of implementation

For the effective application of competencies, they must have a number of mandatory characteristics. In particular, they should be:

1. Comprehensive . The list of competencies should cover all elements of the activity.
2. Discrete . Specific competence must correspond to a certain activity, clearly separated from others. In the case where skills overlap, there are difficulties in assessing the work or subjects.
3. Focused . Competencies must have clear definitions. There is no need to strive to reach the maximum number of activities in one skill.
4. Available . The wording of each competency should be such that it can be universally used.
5. Specific . Competencies are designed to strengthen the organizational system and strengthen the goals in the long term. If they are abstract, then they will not have the proper effect.
6. Modern . Complex competencies should be constantly reviewed and adjusted, in accordance with reality. They must take into account both the current and the forthcoming needs of the subject, society, enterprise, state.

Features of formation

Within the framework of the competence approach, the formation of basic skills is the direct result of pedagogical activity. These include abilities:

1. Explain the current phenomena, their essence, causes, relationships between them, using the appropriate knowledge.
2. Learn - solve problems in the field of training activities.
3. To be guided in actual problems of the present. They include, in particular, political, ecological, intercultural issues.
4. Solve problems that are common to various types of professional and other activities.
5. Orient in the spiritual sphere.
6. Solve problems related to the implementation of specific social roles.

Teachers' tasks

The formation of competencies is conditioned by the realization not only of the new content of education, but also of technologies and methods of instruction adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and techniques is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. The list of basic tasks of teachers, thus, includes:

1. Formation of conditions for the self-realization of children.
2. Assimilation of productive skills and knowledge.
3. The development of the desire to replenish its base throughout life.

Recommendations

To implement the above tasks, you should follow certain rules:

1. First of all, the teacher should understand that the main thing in his activity is not the subject, but the personality that is formed with his participation.
2. You should not spare time and energy to educate yourself. It is necessary to help children in mastering the most productive methods of educational and cognitive activity.
3. For the development of the thinking process, the question "Why?" Should be used more often. Understanding cause and effect acts as an essential condition for effective work.
4. The development of creative potential is carried out through a comprehensive analysis of problems.
5. When solving cognitive problems, several methods should be used.
6. Students should understand the prospects of their education. In this regard, they often need to explain the consequences of certain actions, the results they will bring.
7. To better master the knowledge system, it is advisable to use plans and schemes.
8. During the educational process, it is necessary to take into account the individual characteristics of children. To facilitate the solution of educational problems, it is necessary to combine them conditionally into differentiated groups. It is advisable to include children with approximately the same knowledge in them. To better understand the individual characteristics, it is advisable to talk with parents and other teachers.
9. It is necessary to take into account the life experience of each child, his interests, the specifics of development. The school should work closely with the family.
10. The research work of children should be encouraged. It is necessary to find an opportunity to acquaint students with the technique of experimental activity, algorithms that are used in solving problems or processing information from various sources.
11. It should be explained to the children that for each person there will be a place in life if he takes possession of everything that in the future will contribute to the realization of his plans.
12. To teach is necessary so that each child understands that knowledge for him is a vital need.

All these rules and recommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, nevertheless, significantly facilitates the process of realizing the tasks and contributes to the faster achievement of the goals of education, consisting in the formation and development of the individual. Undoubtedly, all these rules must be adapted to modern conditions. Quickly changing life makes new demands on the quality of education, qualifications, professionalism, personal qualities of all participants in the process. When planning its activities, the teacher must take this into account. If this condition is met, its activity will bring the expected result.