What is competency? Core competencies and their evaluation. Competences of the teacher and students

"Competence" is a word that applies, perhaps, not so often, but sometimes it does slip in those or other conversations. Most people perceive its meaning a little blurry, confusing with competence and using not quite to the point. At the same time, its precise meaning can serve as a weighty argument in polemics and discussions, as well as in proceedings. So what is competence? What do they mean and what are they? We will understand more in detail.

Terminology

According to Efremova, competence is defined as the field of knowledge and the range of issues in which an individual is well informed. 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 "professional competence". He is somewhat stricter than the first. But this definition is much more suited to the essence of the present issue of what competence is, since the first version has many synonyms and is not so narrowly defined.

Competence and terms close to it

There are two approaches to the interpretation of terms of competence and competence:

• identification;
• differentiation.

Competence, roughly speaking, is the possession of any competence. In accordance with how widely the last term is considered, and their interrelation with the first concept is interpreted. By the way, he is described as characterizing the quality of an individual, his ability. Competence is treated differently - it is, above all, the totality.

Structuring

Competence is the integral result of the interaction of the following elements of its structure:

1. Trust. Identification of personal goals, drawing up certain plans, building project models, as well as actions and actions in order to achieve the desired result. The ratio of goals and personal meanings is assumed.
2. Motivational. True interest and sincere curiosity in the work in which a person is competent, the presence of his own reasons to solve every arising task related to this activity.
3. Orientational. Accounting in the process of work of external prerequisites (understanding of the base of their work, the existence of experience in it) and internal (subject experience, intersubject knowledge, methods of activity, specific features of psychology, and so on). Adequate evaluation of reality and yourself - its merits and demerits.
4. Functional. The availability of the ability not only to have, but also to use in practice the acquired knowledge, skills, methods and methods of activity. Awareness of information literacy as a basis for the formation of their own development, innovation of ideas and opportunities. Absence of fear of difficult conclusions and decisions, choice of non-template methods.
5. Control. There are limits to measuring the course and conclusions in the course of activities. Moving forward - that is, improving ideas and securing the right and effective ways and methods. Correlation of actions and goals.
6. Evaluating. The principle of the three "self": analysis, evaluation, control. Assessing the position, necessity and effectiveness of knowledge, skills or the chosen way to act.

Each of the elements can influence all others by its behavior and is an important factor for the notion of "competence formation".

Categorization

Terminology made it possible to understand what competences are in a general sense. More specifically, it is divided into three broad categories:

• Guide yourself;
• Leadership of others;
• Management of the organization.

Each of the categories contains a number of species. There are twenty in total.

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

Consider the following:

1. Competences of the teacher. The essence of professional and pedagogical competence.
2. Competences of students. Defining a limited set of knowledge and skills.

Why were these people chosen?

Relevance

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

Competences of students

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

The Europeans made a list of themselves, without any clarification. There are six points in it. The student must:

• Learn as the main action;
• Think - as the engine of development;
• Seek - as a motivational layer;
• Cooperate as a communicative process;
• Adapt as social improvement;
• Get down to business - as the realization of all of the above.

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

• Ability to learn. It assumes that a student who is able to study independently can apply the same skills of independence in work, creativity, development, and life. This competence provides for the choice of students the goal of training or the recognition and acceptance of the goal chosen by the teacher. It also includes the planning and organization of labor, the selection and search for special knowledge, the availability of skills of self-control.
• All-cultural. Development of personal self-perception of oneself as a whole and in society, spiritual development, analysis of national and interethnic culture, availability and use of language skills, self-education in moral and sociocultural common values, orientation towards tolerant intercultural interaction.
• Civil. This competence includes the ability to navigate in social and political life, that is, to recognize oneself as a member of the society, the state, and also social groups. Analysis of current events and interaction with society and public authorities. Consider with the interests of others, respect them, act according to the relevant legislation of a specific country.
• Entrepreneurial. Assumes not only the availability, but also the realization of abilities. These include, among others, the ratio of the desired and the actual, the organization of activities, analysis of opportunities, drawing up plans and presentation of the results of labor.
• Social. Determining one's place in the mechanisms of social institutions, interaction in social groups, the correspondence of the social role, diplomacy and the ability to come to compromises, responsibility for one's own actions, community.
• Information and communication. Rational use of information technology capabilities, building information models, evaluating the process and the result of technical progress.
• Health. Preservation of 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 "competences." Key competencies are also called basic skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in different social and work situations.

The list of key competencies in vocational education in Europe:

• Social. Development of new solutions and their implementation, responsibility for the consequences, the correlation of personal interests with workers, tolerance to intercultural and interethnic characteristics, respect and cooperation as a guarantee of healthy communication in the team.
• Communicative. Oral and written communication in various languages, including various programming languages, communication skills, ethics of communication.
• Socio-informational. Analysis and perception of social information through the prism of critical sanity, the possession and use in various situations of information technology, understanding of the scheme of man - the computer, 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 and interethnic as well.
• Special. Includes the skills necessary for sufficient competence in the professional sphere, 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 as synonyms. The question of what competence is, begins to arise again and needs some refinements for a clearer definition. Domestic researchers call the qualification sufficient preparation for the activity of the framework, in stable and limited states. It is considered an element of the structure of competence.

But this is only the beginning of discrepancies. Also, key competences in various sources have different naming and interpretation.

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

Professional competences

VI Bidenko singled out another important layer - professionally-oriented competences.

The concept has four binding interpretations:

1. The combination of persistence and flexibility in obtaining and accepting information, as well as applying the data obtained to solve problems in a professional environment; Openness for interaction with the above environment.
2. Criteria of quality, scope and necessary information, used as constructs for the design of standards.
3. Effective implementation of the qualities and skills that contribute to productivity and effectiveness.
4. Combining experience and information that allows a person to progress in his work activity.

If we consider the terminology proposed by Bidenko, then we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act in its labor sphere expediently and according to the requirements of the task. The competent employee is ready to do this.

The competence of the teacher is one of the categories of the professional, and also covers the field of professional and pedagogical competence. About this - below.

Professional and educational competence

The concept of the teacher's competence is an expression of the personal abilities of the teacher, due to which he is able to independently solve the tasks assigned to him by the administration of the educational institution, as well as arising during the training. This is a theory applied in practice.

The teacher's skills are reduced to the three main strata of abilities:

• The use of teaching methods in the real state of affairs;
• Flexibility in decision-making, a variety of techniques for each of the tasks;
• Development of oneself as a teacher, innovation of ideas and improvement of 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 a local-modeling one.
• The fourth is system-modeling knowledge.
• The fifth is system-modeling creativity.

Competency assessment is based on the following requirements:

• Focus on individual characteristics;
• Comparison of previous assessments to identify professional growth ;
• Diagnosis - should also be directed to the development of competencies, drawing up of ways and plans for improvement;
• Creation of motivations and opportunities for self-analysis, self-evaluation.

Competency assessment relies on such criteria:

• Knowledge of the subject;
• innovation;
• attitude to work;
• Knowledge of psychological and pedagogical bases;
• The ability to make curricula;
• The effectiveness of curricula;
• Pedagogical tact;
• Attitude towards students;
• Application of individual approach in work;
• Motivation of students;
• Development of students' skills in scientific thinking;
• Development of creative thinking among students;
• The ability to evoke interest in the subject;
• Competencies in the lesson - types of work and activities;
• Correctness of speech;
• Feedback;
• paperwork;
• Self-education, self-improvement of personality and skills in subject-matter activity;
• Extracurricular work:
• Communication with parents, colleagues, administration.

Competence of higher organizations

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

Competence of authority:

• Implementation of policies (internal and external);
• Control of the social and economic sphere;
• Management of the competencies of subordinate authorities, ensuring the effective operation of a single structure;
• The ability to maintain the integrity of connecting elements;
• The formation of special programs appropriate to emerging problems, the implementation of programs;
• Realization of the right of legislative initiative.

Power, as is known, is divided into executive, judicial and legislative. Competence of courts is determined on the basis of their level. For example, the International Court of Justice can only deal with cases between states, while economic matters are subject to arbitration. The competence of such organizations is determined by their charter, as well as set out in the Constitution.

Competences of business organizations, firms, etc.

The company's core competencies are the basis for its strategic development, aimed at improving its operations and making profit. Having sufficient qualification allows the organization not only to stay afloat, but also to progress to the next level. Key competencies should be closely related to the company's activities. So it allows you to bring the most benefit.

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

• Knowledge of the field of activity (market) and the constant updating of this knowledge;
• The ability to analyze the knowledge gained and implement the right decisions for the benefit of the company;
• The ability to constantly move forward.

Conclusion

The concept of competencies borders on two more terms: competence, the framework of which is somewhat blurred, and qualifications. The first can be somewhat confused with the original, due to lexical features and etymology, and the relationship with it is determined from the choice of the term of competence. With the qualification a little more difficult: in the European community concepts are identified, while the domestic science has secretly agreed to more than differentiate them. Because of this, it is not as clear as we would like to see the situation with the identification of key competencies.