To the question What is the difference between competence and competence? given by the author Strip the best answer is competence is a legally defined framework and limits within which you can do something, using the relevant provisions of the law, and competence is the level of knowledge and skills of an individual in professional and other matters
Source: brains :)

Answer from Yotrannik[guru]
The first is the range of responsibilities, the second is to have a good understanding of relevant issues.

Answer from Antoninochka[expert]
well, this is actually from different operas)) excellent answers have already been given above

Answer from Neurologist[guru]
Actually it's the same thing.

Competence, competency - from lat. competere - conform, fit.
General competence is the ability to apply knowledge, skills, and successfully act on the basis of practical experience in solving general problems, also in a certain broad area;
Competence, professional - the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional activity;
Competence (personnel management) is the personal ability of a specialist (employee) to solve a certain class of professional tasks. In personnel management, competence is often understood as formally described requirements for the personal, professional and other qualities of a candidate for admission, an employee, or a group of company employees;
Competence (legal term) - a set of legally established powers, rights and obligations of a specific body or official; determines its place in the system government agencies(local government bodies);
Intercultural competence - the ability to successfully communicate with representatives of other cultures;
The key competence of the organization is the totality of the organization’s competitive advantages, its trump card in a competitive or hypercompetitive environment.

Answer from Conscientious[newbie]
Technologies for turning the Russian language into a “dead language”
Nikolay Migashkin, author of the science of normology
The genocide of spiritual values ​​is also organized through the transformation of the Russian language into a dead one. Artificial terminology is tested by the practice of life in order to turn into a normative concept. All concepts have a historical connection with other concepts. Therefore, any living national language is a way of preserving, accumulating and transmitting social experience. Sabotage is organized through the substitution of concepts - the replacement of verbs with nouns. For example. The term “competence” excluded from speech the verb form “competence” - the onset of the right and responsibly to perform some work with the achievement of results. The concept of “project” is replaced by the term “standard”, freed from technological reference to the technology of high-quality manufacturing of a specific product. And other substitutions.
An endless number of works can be called competence, from simple acts of activity to complex technologies. This substitution also excluded from speech “education,” “good manners,” and “professionalism”—their content also forms competencies. Any “cockroach” in consciousness now acquires the status of competence in consciousness. The Russian language is turning into a dead language, and its citizens into irresponsible talkers, as evidenced by the forums of the media, TV, State Duma and Federation Council. numerous discussion platforms, even at the international level, where they never move to a new quality of organizing cooperation. etc.
Our talkers are now simply shaking the air when they scold Nicholas II, V. V. Putin? They cannot be accused of agitating to blow up the "Church on the Blood" and burn temple complex in Ganina Yama? Start a new revolution against Putin?
By the way, on October 28, a response came from the regional prosecutor’s office of the Chelyabinsk region, which did not detect the presence of sabotage in the substitution of words in the Russian language.

Competence and competency

Question

Which is correct: “level of linguistic competence” or “linguistic competence”?

Compete/ ness - a noun formed from an adjective competent in the meaning of “knowledgeable, knowledgeable in any area.” Competence - knowledge in some area. Correct: language level competence; the competence of this specialist is beyond doubt.

Right

level of language competence.

Distinguish

competence And competence.

Dictionary of difficulties of the Russian language. Yu. A. Belchikov, O. I. Razheva. 2015 .

See what “competence and competency” are in other dictionaries:

Competence competence- Competence, competence * competence, competence * competence 1. The physiological state of cells that determines the ability to perceive transforming DNA. 2. A property of a part of the embryo that gives it the ability to respond to a certain... Genetics. encyclopedic Dictionary

COMPETENCE- COMPETENCE. A term that has become widespread in the literature on pedagogy and linguodidactics since the 60s of the last century to denote an individual’s ability to perform any activity based on life experience and purchased... ...

Competence- availability of knowledge and experience necessary for effective activities in a given subject area. Competence (lat. competens suitable, appropriate, proper, capable, knowledgeable) is the quality of a person who has comprehensive knowledge in ... ... Wikipedia

competence, competency- Wed. We, says one, and only we alone, have completely correct and sensible concepts about the institution of policemen!.. No, the other snaps, true competence in this matter is not on your side, but on our side. We were the first to suggest supply... ... Michelson's Large Explanatory and Phraseological Dictionary

Competence- Competence, competence. Wed. We alone speak, and we alone have completely correct and sound ideas about the institution of policemen!.. “No,” snaps another, “true competence in this matter is not on yours, but on our side.... ... Michelson's Large Explanatory and Phraseological Dictionary (original spelling)

Competence- I f. distracted noun according to adj. competent I II f. Possession of competence [competency II]; eligibility. Ephraim's explanatory dictionary. T. F. Efremova. 2000... Modern Dictionary Russian language Efremova

COMPETENCE (competence) LANGUAGE- mastering the norms of the Russian literary language and its functional styles...

competence (competence) communicative- knowledge about speech, its functions; development of skills in the field of four main types of speech activity (speaking, listening and understanding, reading, writing); ability for full verbal communication in all areas human activity With … Modern educational process: basic concepts and terms

competence (competence) linguistic- knowledge about the language, about its system, i.e. mastery of the metalanguage of linguistics... Modern educational process: basic concepts and terms

COMMUNICATIVE COMPETENCE- COMMUNICATIVE COMPETENCE. Ability to decide by means foreign language tasks of communication that are relevant for students in everyday life, education, production and cultural life; the student’s ability to use facts of language and speech to achieve goals... ... New dictionary methodological terms and concepts (theory and practice of language teaching)

Books

• Social and communicative competence of novice nurses. Dynamics of personal limitations at the stage of professionalization, Elena Bogdanova. Socio-communicative competence (SCC) is an organic component of the general professional competence of specialists engaged in socionomic activities oriented... Buy for 7682 RUR
• Competence-based approach to working with personnel: theory, methodology, practice. Monograph, Chulanova O.L.. The monograph substantiates the relevance and studies the historical trends in the development of the competency-based approach in working with personnel. The socio-economic content of the concepts of “competence” has been studied...

CLASSIFICATION OF DEFINITIONS “COMPETENCE” AND “COMPETENCE”

To begin with, let us outline the basic concepts with which we will operate when considering the topic of competencies. This is necessary for a uniform and clear understanding of the material presented. Considering the variety of different definitions and interpretations used in theory and practice, it should be remembered that the given definitions are not the ultimate truth, but only options. The proposed definitions are not standardized, but they allow us to correctly define the main terms.

Unfortunately, several popular and frequently used expressions have historically taken root in the Russian language, including words with the same root as the word “competence”. This is very confusing when trying to understand the essence of this concept in relation to business and the field of human resources management. For example, we like to say: “He is not competent”, “This is not within my area of ​​competence.” “He is not competent” does not mean that the person does not have any competencies. As a rule, behind these expressions lies an assessment of the level of authority of the subject. And it has absolutely nothing to do with the terminology used in the competency system.

First of all, let us outline the difference between the concepts of “competence” and “competence”. They are based on the Latin root competo- I achieve, I comply, I approach.

So, the competency-based approach is based on such basic concepts as “competence” and “competence”. Understanding the content of these terms determines the range of aspects that should be paid attention to when managing the personnel of an enterprise.

It should be noted that in the studies of Russian authors, the similarities and differences of the concepts of “competence” and “competence” were not deeply considered.

The term "competence" comes from the Latin word competere the main meaning of which is suitable. It was originally used in psychology as a concept characterizing an individual’s ability to meet the demands placed on him by his environment. In economics and sociology, it was compared with the basic characteristics of personality, which are expressed in effective behavior At work.

Let us give an example of determining the competence of foreign schools (different approaches) indicating the relevant sources. So, the competence(s) is:

• characteristics of the individual, underlying successful activities within the framework of this work or this situation ( Spencer & Spencer 1993);
• what an individual is what he knows and what he does (Brockbank, 1999);
• detailed, expressed in behavioral terms description of skills and personality traits, necessary for an employee to successfully perform his or her job ( Mansfield, 1996);
• certain characteristics or human abilities, which allow him to perform actions leading to the effective performance of work ( Boyatzis, 1982);
• observable characteristics of a person, including knowledge, skills and forms of behavior necessary to complete the job (Ledford, 1995);
• knowledge, skills or personal attitudes, attitudes towards the surrounding reality necessary for the successful implementation of this professional activity (Lambrecht, 1991);
• factors, contributing to achieving a high level of operational efficiency (Armstrong, 1999);
• components of behavior in contrast to personal and intellectual characteristics (McClelland, 1973);
• knowledge, skills, abilities and other attributes of an individual necessary to perform some activity (Blancero, Boroski, & Dyer, 1996);
• manifested by the individual knowledge, skills or abilities (Ulrich, Brockbank, Yeung, & Lake, 1995);
• forms of behavior, which are more typical for best employees than for the mediocre (Klein, 1996);
• some body of knowledge, skills, abilities, motivation, beliefs, values ​​and interests (Fleishman, Wetrogen, Uhlman, & Marshall-Mies, 1995);
• description of measured habitual ways of acting and skills individual used to achieve the goals of work activity (Green, 1999);
• one of characteristics of the individual, ensuring high efficiency of his work activity ( Mitrani, Dalziel & Fitts, 1992);
• description of behavior(course of action) of employees necessary to achieve the goals of the organization and corresponding to it corporate culture(W. Intagliata, D. Ulrich, & N. Smallwood, 2000);
• individual human characteristics, ensuring the performance of activities at the highest level of efficiency (Weiss & Hartle, 1997).

L.M. Spencer and S.M. Spencer define competence as “a basic quality of an individual that is causally related to effective and/or criterion-based performance at work or in other situations.”

Basic quality means that competence is a very deep-lying and stable part of the human personality and can determine a person's behavior in a variety of situations and work tasks.

A causal relationship means that a competency predicts or causes a particular behavior and performance.

A criterion-based definition of competency means that the competency actually predicts good or poor performance as measured by a specific criterion or standard.

Examples of criteria would be dollar sales for salespeople or number of clients who quit drinking for alcohol addiction counselors.

Competencies - yes basic qualities of people. These are “patterns of behavior or thinking that extend across a variety of situations and last for a fairly significant period of time.”

Exists five types of basic qualities.

1. Motives- what a person thinks about or wants constantly and what causes action. Motives aim, direct and select behavior towards certain actions or goals and away from others.

Example: Achievement-motivated people consistently set challenging and challenging goals, take personal responsibility for achieving them, and take advantage of feedback to achieve better results.

2. Psychophysiological features (or properties).“Physical characteristics and appropriate reactions to situations or information.

Example: reaction speed and good vision- physiological characteristics for the competence of a combat pilot."

Emotional self-control and initiative - more complex appropriate responses to situations. Some people do not lash out at others and act beyond the call of duty to solve problems under stress. Such properties are characteristic of the competence of successful managers. Motives and competencies are inherent in the operational or self-starting properties of a craftsman that predict long-term performance without close supervision.

3. Self-concept.“Attitudes, values ​​or image of the self as a person.

Example: self-concept—a person’s belief that he can act effectively in any situation—is part of a person’s self-image.”

Human values- these are response or reactive motives that predict a person’s actions for a short-term period in situations where others are in charge of the elder.

For example, a person who values ​​leadership is more likely to exhibit leadership behavior if given a task that tests their leadership abilities. People who value the work of leadership but are not inclined to influence others on a motivational level often achieve leadership positions but fail to achieve them.

4. Knowledge. Information that a person has in certain content areas.

Example: A surgeon's knowledge of the nerves and muscles of the human body.

Knowledge - complex competence. Scores on knowledge tests often fail to predict job performance because they do not measure how knowledge and skills are used on the job. First, many knowledge tests measure rote memorization, when what really matters is the ability to retrieve information. Memorizing specific facts is less important than knowing what facts exist on a particular issue and where to find them if necessary. Secondly, knowledge tests are “response”. They measure test takers' ability to select the correct answer from multiple options, rather than a person's ability to act on their knowledge. For example, the ability to choose which of the five points is valid as evidence is very different from the ability to withstand a conflict situation and make a convincing argument. Finally, knowledge is the best predictor of what a person can do.

5. Skill. The ability to perform a specific physical or mental task.

Example: a dentist’s skill in filling teeth without damaging the nerve; the ability of a programmer to write a program of 50,000 lines, logically formatted.

Mental or cognitive (cognitive) competencies include analytical thinking (processing knowledge and data, determining cause and effect, organizing data and plans) and conceptual thinking (identifying patterns and/or principles in complex data).

The type or level of competence has practical implications for human resource planning. In Fig. 2.4 shows that knowledge and skills tend to be visible and relatively superficial characteristics of people. “The self-concept, properties and motives inherent in competence are more hidden, “deep” and hidden in the very core of the personality.”

Rice. 2.4.

Superficial competencies(knowledge and skills) are relatively easy to develop. Training is the most cost-effective way to strengthen and maintain these abilities in employees.

Deep competencies(motives and properties) underlying the personality iceberg are more difficult to assess and develop; it is more cost-effective to select people for these competency characteristics based on self-concepts. Attitudes and values, such as self-confidence (seeing yourself as a leader rather than as a professional technician), can be changed through training, psychotherapy and/or exercise. positive development, although it will require more time and effort.

Organizations must recruit people based on core competencies, including motives and attributes, and train them in the skills and knowledge needed for a specific job. Or, as one HR director put it: “You can teach a turkey to climb trees, but it’s easier to hire a squirrel.” In complex work, when forecasting best performance, competencies are relatively more important than task-related skills, intelligence, or credentials. It's all about "time-limited consequences." In higher level technical, marketing, professional and management jobs, almost everyone has IQ (IQ) 120 points and above and an academic degree obtained in good university. At such jobs the best performer distinguished by motivation, interpersonal skills and politeness skills - all of them are competencies. It turns out that studying competencies is the most cost-effective way to find personnel for the required positions.

A close definition of this definition is given by the Dictionary of Economics and Finance: “Competence is the unity of knowledge, professional experience, abilities to act and behavioral skills of an individual, determined by the goal, given situation and position.”

Brief dictionary in sociology gives the following interpretation of the concept of “competence”. This is 1) knowledge and experience in a certain field, special awareness in any issues; 2) the legal range, the scope of powers and rights of an official or institution.

Modern dictionary foreign words contains a definition of competence: 1) possession of competence; 2) competent - knowledgeable, knowledgeable in a certain area 1.

It should be noted that in the research process we took as a basis two main approaches to defining the concepts of competence and competency: psychological and economic (Tables 2.1, 2.2).

(psychological approach)

Table 2.1

After analyzing various author's points of view and different approaches, we can conclude that most definitions of the concept of “competence” contain (and this is quite logical) the following components: knowledge, abilities, mastery of skills, professionally important personality traits.

The psychological approach involves defining competence as a concept that characterizes an individual’s ability to meet the requirements placed on him by the environment. The economic approach compares the concept of “competence” with the basic characteristics of the individual, which are expressed in effective behavior at work.

If you look closely at the definitions given, it turns out that competence is any quality of an individual that affects the effectiveness of his activities. But by and large, a variety of human qualities influence the effectiveness of his activities: knowledge, skills, abilities, motivation, beliefs, values, temperament, visual acuity, and behavioral characteristics. However, there are some nuances. For example, if from the secretary at the reception (English, reception) Presentable appearance is often required, therefore, hair color, waist size, and leg length can be called competencies. If the interpretation of competence is so broad, then the question arises: why invent new concepts? Why not stick to generally accepted terms, such as “professionally important qualities”?

Table 2.2

Definition of the concepts of “competence” and “competence” (economic approach)

The term “competence” comes to us from in English. And English speakers have a term similar to PVK - this is Knowledge, Skills, Aptitudes and Other characteristics (KSAO) - knowledge, skills, abilities and other characteristics”, but in essence - knowledge, skills, abilities and other characteristics of an individual that affect the effectiveness of his activities. But HR professionals use the term “competencies.”

How do competencies differ from individual qualities of an individual? Let's try to give examples of competencies from different sources.

Strategic skills. Able to think ahead of events, keep in mind big picture, even being immersed in solving current issues; makes long-term plans, perceives approaching threats and potential opportunities, is able to highlight the main and most significant in the situation (.Archer North).

Enterprise. Recognizes opportunities for market development of new products and services inside and outside the organization, tends to initiate actions associated with reasonable risk and necessary to generate profit or achieve competitive advantage (HR-Survey, LLC).

Leadership. Mobilizes people to work toward common goals for the benefit of the unit, the people who work in it, and the people the unit serves. Attracts employees with different abilities to its team, provides them with comprehensive support, promotes their development and consolidation in the team. Takes care of the morale of his team (Saskatchewan Public Service).

Customer focus. Directs his efforts to discover and satisfy the client’s needs, which presupposes a genuine desire to help the client, provide him with a service and satisfy his requests (Hay Group).

Can these characteristics be called individual qualities of an individual or even a combination of individual qualities? Most likely no. In our opinion, competence is, first of all, a description of an individual’s behavior that is desirable for an organization.

In the process of working on this textbook, an attempt was made to systematize the theory and find vivid examples from practice that will allow students to understand how the competency-based approach to personnel management works. The following example demonstrates this very clearly. A person’s behavior largely depends on himself, on his individual characteristics, but competencies are not just their totality... Let's use an analogy. Pictures are painted using various paints. Competence can be represented by an image, the plot of a painting, and paint - by the individual quality of an employee.

For one picture the leading tones are blue, for the other - green. The same is true with competencies: for example, a leader’s understanding of the mood, aspirations and goals of subordinates (competence) occurs mainly due to the abilities of perception and emotional empathy (individual characteristics of the leader), for strategy formulation (competence) the leading ones are analytical thinking and decision-making style (individual characteristics).

The artist realizes his creative credo in certain subjects. Company strategy requires its employees to have certain competencies: an innovative strategy - creative competencies, a cost reduction strategy - control and reporting competencies.

Not all painting lovers understand the technique of applying paint to canvas (and not everyone needs it). However, almost any of them understands the plot of the picture (let’s limit the analogy to the realistic direction of painting). So it is with competencies. No special knowledge of psychological terminology is required. The description of competencies is clear to everyone: from ordinary employees to senior management of the organization. Compare the complexity of the formulation of one of the competencies given above and, for example, this psychological passage: “... a generalized and focused neuropsychic system (characteristic of the individual), with the ability to reproduce a functional equivalent relevant to a variety of stimuli, as well as to initiate and regulate stable (equivalent) forms of adaptive and expressive behavior" (Allport, 1937).

In order to determine which competencies are important for a particular position, it is necessary:

• first, understanding organization strategy",
• secondly, knowledge specifics this position",
• thirdly, the so-called competence dictionary, from which you can select those competencies that have direct relation to the professional activity in question.

Thus, it becomes obvious that competence and competency are interrelated and interdependent concepts, but not identical. Competence is one of the main tools of the labor and personnel management system. Competence, as Yu.G. rightly notes. Odegov, is a set of actively used knowledge, abilities, skills, as well as professionally important personality qualities necessary for an employee to effectively perform a certain job. Competence allows you to describe almost all elements of a person’s readiness to efficient work in a given situation.

Competence is integral, i.e. broader concept. The competence of an employee is determined by the amount of competencies he has; each of them has the necessary level of development, characterizes the employee’s deep, thorough knowledge of his business, the essence of the work performed, ways and means of achieving the intended goals.

Competence in the generally accepted sense presupposes the presence of thorough knowledge, abilities and, accordingly, the weight and authority of a person in the eyes of society. Competence within any separate enterprise means the skillful and qualified performance by a person of the official and professional duties assigned to him.

Competence outlines the range of those problems (area of ​​action) in which a given person has knowledge and experience, characterizes the totality of his powers, rights and responsibilities.

Competencies, in addition to qualification elements (theoretical and professional knowledge, work skills and universal skills, ability to master new types of activities), include value orientations and characteristics of motivation, as well as personality traits and psychophysiological characteristics.

It should be emphasized that the use of a competency-based approach is not just desirable, but necessary in enterprise personnel management, since it allows us to fully identify the potential and abilities of employees, competently build a system of training and development of personnel, and therefore, maximize the competitiveness and efficiency of the enterprise.

• Spencer L.M., Spencer S.M. Competencies at work: trans. from English M.: HippoPublishing Ltd., 2005. P. 9. URL: http://slovari.yandex.ru/dict/glossary
• See: Brief Dictionary of Sociology / author's compilation. P.A. Pavlenok. M.:INFRA-M, 2000.
• URL: http://www.anthropos.ru
• Odegov Yu.G., Rudenko G.G., Babynina L.S. Labor Economics: textbook: in 2 volumes /ed. SOUTH. Odegova. M.: Alfa-press, 2007. T. 1. P. 674.
• Rudavina E. Building a competency system in a company: method, manual. M.: MCFR; VKK - national union of personnel officers, 2008. P. 5.

Let's start with a terminological question, namely: where did the concept of “competence” come from? At first glance, the answer is obvious - this is translation English word competence. At the same time, it is argued that the same word competence has two different, but equal translations into Russian - “competence” and “competence”. Let's turn to the English-Russian dictionary, in which several meanings are given for the word competence, including: 1) ability, skill; 2) competence; 3) legal competence, competence. Let's look at the dictionary meaning of the words “competence” and “competence”. “Competence (…”I seek, I approach, I comply”) – 1. The totality of powers of an official, established by law or charter; ... 4. Knowledge, awareness of something. region". “Competence is the ability of a given person to perform a certain type of work, the presence of a sufficient supply of knowledge to make an informed judgment on something. question.

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Municipal preschool educational institution

Kindergarten No. 2 “Teremok” in the Vlasikha urban district

Moscow region

Competence and competency.

Pedagogical technologies.

Senior teacher

Golubnicaya E.A.

2013-

Distinctive for late XX - beginning of the XXI century, changes in the nature of education - in its orientation, goals, content - are increasingly orienting it towards the “free development of man”, towards creative initiative, independence of students, competitiveness, and mobility of future specialists. These accumulating changes, which are reflected in Federal law“On education”, Concept of modernization of domestic education for the period until 2010.

Let's start with a terminological question, namely: where did the concept of “competence” come from? At first glance, the answer is obvious - this is the translation of the English word competence. At the same time, it is argued that the same word competence has two different, but equal translations into Russian - “competence” and “competence”. Let's turn to the English-Russian dictionary, in which several meanings are given for the word competence, including: 1) ability, skill; 2) competence; 3) legal competence, competence. Let's look at the dictionary meaning of the words “competence” and “competence”. “Competence (…”I seek, I approach, I comply”) – 1. The totality of powers of an official, established by law or charter; ... 4. Knowledge, awareness of something. region". “Competence is the ability of a given person to perform a certain type of work, the presence of a sufficient supply of knowledge to make an informed judgment on something. question.
Thus, the translation of the English word competence as “competence” is incorrect, since the meaning of the latter term is beyond the scope of educational issues, characterizing the formal powers vested in a given official (his functionality). The term “competence” is more correct, since it refers to the assessment of a person’s abilities and his knowledge in connection with his readiness to make effective decisions within a specific subject area, that is, to his psychological characteristics, directly related to educational process. It is in this sense that the term “competence” is used in the works of J. Raven.

IN national pedagogy(G.V. Gorlanov, D.A. Meshcheryakov, A.V. Khutorskoy, etc.) it is customary to distinguish between the concepts of “competence” as a characteristic of an employee (specialist) and “competence” as a characteristic of a workplace (position, position).In everyday speech, competent is a person who is knowledgeable, knowledgeable, and authoritative in any matter, who is recognized as having the right to make judgments, make decisions, and take actions in this area.

How does A.V. Khutorskaya explain the concept of competency and competence:

Competence is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes necessary for high-quality productive activity in relation to them

Competence is the possession or possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

In understanding competence, one should distinguish information as simple information about something and knowledge as a form of existence and systematization of the results of human cognitive activity. Only in this understanding does knowledge become the basis of a specialist’s competence, a component of his professional activity, “living knowledge”, using which the teacher optimally realizes his professional potential. Such knowledge becomes a component of the teacher’s professional worldview; information is combined with a personal attitude, which is based on ethical criteria.

Mastery of knowledge helps the teacher to effectively achieve performance results in accordance with accepted professional and social norms, standards, requirements. “To be competent means to know when and how to act” (P. Weill). Knowledge becomes a guide for a teacher in a variety of pedagogical and life situations, the basis for adaptation in a professional environment, the basis for self-learning and professional and personal self-development. Understanding and acceptance of professional norms provides a person with professional identification, i.e. critical correlation of one’s position with the professional attitudes of the teaching community (when a teacher says: “I, as a teacher, cannot afford...”).

Competence as “living knowledge” in the structure of a teacher’s professional activity provides its emotional component, which activates the teacher’s professional potential.

Currently, there is a tendency towards the development of professional functions of a teacher, focused not so much on knowledge of the subject and the ability to organize their work, but on the formation of independence and responsibility of the teacher, his ability to effectively manage the educational and cognitive activities of students in the conditions of innovative transformations carried out in the education system.

If we figuratively imagine a model of a specialist’s pedagogical skills in the form of a building, then the foundation will be professional competence; the walls of the building will be formed by the ability to use traditional and innovative technologies and various psychological and pedagogical techniques; the roof is the pinnacle of the master’s creative maturity. Inside the figurative building is the unique creative individuality of the master, consisting of his professional individuality, teaching experience, intellectual culture and personal maturity. Pedagogical skills – high level professional activity of a teacher, university lecturer, pedagogue. Externally, pedagogical skill is manifested in the successful creative solution of a wide variety of pedagogical problems, in effective use in various ways educational work and achieving its goals. Pedagogical skill is a functioning system of knowledge, skills, abilities, mental processes, personality traits, ensuring the fulfillment of the tasks of training and education. In this regard, pedagogical skill is an expression of the personality of the teacher, his capabilities and abilities to independently, creatively, and skillfully engage in teaching activities. In psychological and pedagogical literature, pedagogical skill is often interpreted either as a set of knowledge, skills, abilities, or as a unity of personal qualities, knowledge, abilities and skills necessary for a teacher.

Currently, the concept has firmly entered the pedagogical lexicon educational technology. However, there are great differences in its understanding and use:

1. Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology is a meaningful technique for implementing the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving planned learning outcomes (I.P. Volkov).

Technology is an art, skill, skill, a set of processing methods, changes in state (V.M. Shepel).

Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

Pedagogical technology is a model of collaborative pedagogical activity on design, organization and conduct of the educational process with unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).

Pedagogical technology means a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin).”

You can consider what “technology” is using a more understandable example: cooking, from here we can highlight the structure of technology, which includes: problem, goal, deadline, predicting the result, tasks, methods and methods, final result.

Let's consider the concept of “edtechnology”.

1. Pedagogical technology is a set of psychological and pedagogical attitudes that determine special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev).
2. Pedagogical technology is meaningful technique implementation of the educational process (V.P. Bespalko).
3. description the process of achieving planned learning outcomes (I.P. Volkov).
4. Technology is art, skill, skill, set of methodsprocessing, state changes (V.M. Shepel).
5. Educational technology is a componentprocedural partdidactic system (M. Choshanov).
6. Pedagogical technology is thought out in every detail model joint pedagogical activities in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).
7. Pedagogical technology is system method creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).
8. Pedagogical technology meanssystem set and order of operationall personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin).”

Today there are already many interpretations of the basic concepts of the competency-based approach - “competence”, “key competencies”, “competence”. Therefore, the problem of studying various approaches and their systematization is becoming urgent.

In the Russian language dictionary S.I. Ozhegova, the concept of “competent” is interpreted as knowledgeable, knowledgeable, authoritative in any field; in the same dictionary, “competence” is a range of issues in which someone is knowledgeable. In the logical dictionary-reference book N.I. Kondak “competence” is considered as an area of ​​knowledge or practice in which a given (competent) person has extensive, precise knowledge and practical experience. In the dictionary of foreign words, “competent” means knowledgeable, knowledgeable in a certain area; having the right, based on his knowledge or authority, to do or decide something, to judge something.

A major contribution to the development of problems of the essence and content of the concept of “competence” was made by domestic researchers of secondary education I.A. Zimnya, A.V. Khutorsky, I.G. Agapov, A.K. Markova, L.A. Petrovskaya and others.

However, in pedagogical science there is currently no unified approach to studying the problem of competence. There are two options for interpreting the relationship between these concepts: they are either identified or differentiated. For example, in the ETF Glossary of Terms (1997), competence is defined as: 1. The ability to do something well or effectively; 2. Compliance with the requirements for employment; 3. Ability to perform special job functions. It also notes that “... the term competence is used in the same meanings. .

According to I.A. Zimnya, the authors who identify these concepts (L.N. Bolotov, V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov) emphasize the practical orientation of competencies. “Competence is ... the sphere of relations existing between knowledge and action in human practice.” “The competency-based approach involves a significant strengthening of the practical orientation of education.” However, in this case, the personal (motivation, qualitative, motivational-volitional and other) qualities of the student are not taken into account.

In contrast, Academician A.M. Novikov believes that the competency-based approach lies not only in developing students’ abilities to solve important practical problems, but also in educating the individual as a whole. Competence, in his opinion, is “an independently realized ability for practical activity, for solving life problems, based on the educational and life experience acquired by the student, his values ​​and inclinations.” A.M. Novikov made a significant contribution to the development of the theory of skills formation, which he considered not in a narrow technological sense, but as “complex structural formations, including sensory, intellectual, volitional, creative, emotional qualities of the individual, ensuring the achievement of the set goal of activity in changing conditions its course." “But,” writes A.M. Novikov, - the theory of skills formation turned out to be unclaimed. In English, there is no analogue to our concept of “skill”. And when educational practice faced the problem of the activity-based orientation of education, the term “competence” began to be used in the Anglo-American educational environment, and our Russian authors quickly picked it up.”

I.A. Zimnyaya also divides the concepts of competence/competence on the basis of possible - actual, cognitive - personal. By competence she understands internal, potential, hidden psychological new formations (knowledge, ideas, programs (algorithms) of action, systems of values ​​and relationships), which are then identified in a person’s competencies.

Winter Irina Alekseevna (1931), Doctor of Psychology. Sciences, Professor, Academician of the Russian Academy of Education (1995), Head. sector of the Research Center for Problems of Quality of Training of Specialists. Author scientific works and textbooks on educational psychology.

In the ETF Glossary of Terms and in a number of other works (Shishov S.E., Kraevsky V.V., Khutorskoy A.V., etc.), an attempt is made to define “competence/competence” through the concept of “ability” - an individual psychological feature of a person . However, in the textbook V.V. Kraevsky and A.V. Khutorskoy emphasizes that competence is not only an individual psychological feature, but also a general quality, standardized for many individuals and introduced as a general norm. “Competence” is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them. This is the individual’s ability to take active, responsible action in life, carried out on the basis of value self-determination, the ability to actively interact with the world, and in the course of interaction understand and change oneself and the world. “Competence” is a person’s possession of the appropriate competence, including his personal attitude towards it and the subject of activity. Thus, competence is an alienated, predetermined requirement for a student’s educational preparation, and competence is the result of a person’s mastery of competence, that is, his already established personal quality, a personality characteristic.

Along with the concept of “competence” in the textbook V.V. Kraevsky, A.V. Khutorskoy introduces the concept of “educational competence”, reflecting the subject-activity component of general education and aimed at achieving its goals. For example, the competence of a citizen that a student masters is educational, since the student fully uses its components only after graduating from school.

A number of authors believe that competence is nothing more than skills and abilities. So, V.M. Krol writes: “A person who has competence must not only have knowledge, but also be able to apply this knowledge in practice. A competent specialist must be trained to solve problems, as they say, “turnkey”: from start to finish. Thus, from the point of view of the pedagogical process, preparing a person who has a particular competence means training and raising a competent specialist, that is, a person who is fully versed in this type of activity. He considers the concepts of “competence”, “skills and skills” as synonyms.

One can agree with this point of view, but it is not entirely clear how it differs from the traditional knowledge paradigm? After all, there too we're talking about about the formation of knowledge, skills and abilities! Skills and abilities have always been included in the goals and content of education. And attention has always been focused on the need to develop not only a knowledge system, but also the skills and abilities to use knowledge in practical activities, to solve certain problems. Then what is the difference? And it consists of the following.

Firstly, while declaring the orientation of education towards the formation of knowledge and skills in their unity and interconnection, in reality this orientation was reduced to the formation of knowledge in subjects, and the ability to apply this knowledge was formed on material divorced from real life, that is, formally. This situation occurred both in normative practice (that is, in normative documents regulating the educational process) and in real mass practice (that is, in specific educational institutions implementing educational programs). At the same time, in advanced pedagogical experience, teachers sought to find ways to develop the skills to apply knowledge in solving practically significant problems. But these were isolated facts that had little impact on the overall situation in education.

Secondly, skills were developed on subject material. For example, in physics lessons, problems were solved and laboratory work in physics was performed; in mathematics lessons - problems and examples in mathematics; chemistry lessons - in chemistry, etc. That is, the educational activities of students were structured as if the school were preparing future physicists, chemists, writers, historians, etc. But a person needs education, first of all, to use the acquired knowledge and skills in real life, to solve certain specific life problems. And these tasks, as a rule, are complex in nature. In addition, in reality they are presented as certain situations from which it is necessary to isolate a task or problem, formulate it and then solve it, relying on the subject knowledge and skills acquired at school. Therefore, along with purely subject tasks, it is necessary to form and teach solving complex problems taken from real life.

Thirdly, the traditional paradigm was focused on the formation of skills and abilities to act in known conditions, with pre-given parameters. In the same time real life in modern conditions it is characterized by uncertainty, which requires the presence of appropriate creative skills. A modern school graduate must be able to navigate and act in conditions of uncertainty, which means he needs to develop the ability to solve creative problems that require non-trivial approaches.

It follows that the formation of skills in the competency-based approach differs from the traditional one in such characteristics as: reliance on real life practice; complexity; problematic. A competent person has a set of abilities, among which, firstly, the ability to analyze a problem and, as a result of the analysis, formulate a clear task stands out. A characteristic feature of this formulation is that the problem must have a practical solution. Another mandatory characteristic of competence is related to the skills of constructing a “tree” of goals and subgoals for solving each task, as well as the ability to implement a work plan in practice. The third circle of skills is associated with the ability to coordinate the interests and abilities of subordinates during all stages of work.

All these groups of abilities are based on a whole complex of personal psychological qualities that a competent person must develop. A person must correctly assess his capabilities, be confident in his abilities, be ready to teach and learn, have self-criticism, curiosity, and perseverance.

All this means, as V.M. Krol writes, that the pedagogy of developing competencies should be a pedagogy of development. Competency training should largely take place in the mode of formulating and solving practical problem situations, using game forms and problem solving methods.

Having analyzed various approaches to defining the concepts of “competence/competence”, it can be noted that in science there is currently no single approach to studying the problem of competence. At the same time, despite differences in definitions, most researchers define competence as a student’s generalized ability to solve life and subsequently professional problems, as a person’s possession of appropriate competence, including his personal attitude towards it and the subject of activity. Competence, in turn, is defined as an objective impersonal indicator, an alienated, predetermined norm for the student’s level of preparation; it is the goal of education.

Competence is a system and includes basic interconnected, complementary components: knowledge, abilities, skills, methods of activity, personal properties that are required by the system itself. The fundamental component is the practical side: skills, abilities, methods of activity. Integration of the listed components of competence allows us to interpret competence as a personal characteristic. Competence is a manifestation of the unity (integration) of knowledge, abilities, skills, methods of activity, qualities, personality traits, allowing a person to act independently, take responsibility for the assigned work, his own life.

As we see, the competency-based approach does not deny the need to form a knowledge base and a set of skills and abilities, as well as elements of functional literacy (socially acceptable algorithms for action in typical situations). We are talking about achieving an integrated result - competence.

The concept of competence includes not only cognitive and operational-technological components, but also motivational, ethical, social and behavioral, as well as learning outcomes (knowledge and skills), a system of value orientations, habits, etc. Competencies are formed in the learning process, and not only in school, but also under the influence of family, friends, work, politics, religion, culture, etc. In this regard, the implementation of the competency-based approach depends on the entire educational and cultural situation in which the student lives and develops.