Pedagogical sciences /4.

Strategic directions of reforming the education system

Mukan Zhamilya

The second-year master student

Nurzhanova Zhainash Jumakhmetovna

Candidate of pedagogical sciences, associate professor

L.N. Gumilyov Eurasian National University

Astana city, Republic of Kazakhstan, 2016

Competency-based approach in modular training

Abstract: The article studies theoretical and historical pedagogical premises of competency-based approach in vocational education. The position of the competency-based approach in the system of well-known methodological approaches was outlined. Analyzes the conditions of formation of the state educational standards of new generation. Conditions of formation of state educational standards of new generation are analyzed.The characteristics to different types of educational standard modules(basic, organizational, communicative, specialized, portable, informative-active) are given. Teaching modules are considered as a set of disciplines and practices to ensure graduates' competence. We consider the methodology of modular training for the specialty "Foreign language: two foreign languages". A package of teaching documents of the module is listed. The competency-based approach is considered as the actualization of mastering practical skills.

Key words: Methodology, approach, key competencies, the state compulsory standard of education, competency-based approach, modular training, the modules of educational standard.

In modern domestic pedagogics there are quite a lot of number of different approaches compiling the specialist training. They include both well-known and well-established (traditional, knowledge centrist, system, activity, integrated, student-centered, student-activity), and new features included in scientific revolution recently(situational, contextual, polyparadigm, informatative, ergonomic, etc.). The latter include competency-based approach.

As for the second group of approaches, they have not received sufficient scientific justification, but nevertheless they are well recognized among researchers. The idea of competency-based approach in pedagogy originated in the early 80-ies of the last century, at a time when the article of Landseer V. ''Concept of minimum competence'' was published in the journal "Perspectives. Education issues" was published[4]. Initially, the talk was not about the approach, but about the competence, professional competence, professional competence of the individual as the purpose and result of education. Whereby, the competence in general sense, was regarded as"an in-depth knowledge of the subject or utilized skill." According to the acquisition of the concept the expansion of its content took place. Lately (in the last century) the competency-based approach came up for discussion (V. Bolotov, E.Kogan, V.A.Kalney, A.M.Novikov, V.V.Serikov, S.E.Shishov,B.D.Elkonin, etc.)

The approach is often reduced to the method (for example,a systematic approach or a system method, etc.). We believe that the approach is a broader concept than the method. Approach is an ideology and methodology of solving the problem that reflects the basic idea, socio-economic, philosophical, psychological and pedagogical premises, the main objectives, principles, stages, mechanisms for achieving the objectives. The method is much narrower concept that includes the knowledge of how to act in certain situation to solve a particular problem.

Competence in modern pedagogy professional education must be studied as a new goal-setting type in educational systems, driven by market relations. What is the novelty? How is this goal-setting type different from traditional, academic approach of goal formation? The main difference is that "competency-based model is free of labour object (subject matter), but does not ignore it. Thus it regards interdisciplinary, integrated requirements for the result of educational process as of paramount importance" [1].

Competency-based approach means that the aims of education tied more strongly in situations of applicability in the world of work. Therefore competence includes the ability, the willingness of learning and attitude (behaviours) that are necessary to perform activities. «Traditionally we make a distinction between substantive, methodological and social competence" [1]. B. D. Elkonin believes that "competence is a measure of person's inclusion into activity" [7]. S. E. Shishov considers the category of competence "as a general ability based on knowledge, values, aptitudes, which gives the opportunity to establish a link between knowledge and situation, to learn the procedure (knowledge and action) appropriate for the problem" [7].
As for professional competence, we can witnesst the presence of different points of view. According to the first point of view "professional competence is an integrative concept which includes three components – the mobility of knowledge, variation method and critical thinking"[8].
As for competence, it is the concept connected with the effectiveness of educational process. We have such terms as competent person, competent teacher or supervisor. Or: "social (professional, common, etc.) competence of specialist's individum", etc. But we don't have such terms as "the competent learning process", "competent content", "competent objective", "competent conditions," etc. In meaningful context, the concept of "quality of training" is richer and broader in scope than the concept of "competence". On the other hand, the quality and competence may be in a relationship: "means, condition - target". Qualitative objectives, content, forms, methods and means, the conditions of preparation are necessary guarantee for the formation of competent specialist. If we talk about the structure of specialist training (including objectives, content, means, result), the concept of "competence", is used in relation to goals and results and the quality of all components of the structure. Competence is a characteristic of the quality objectives. Important question is about the place of the competency-based approach, whether it replaces the traditional, academic approach to education and assessment. Competency-based approach does not deny the academic one, it deepens, expands and complements it.

Basic principles of competency-based approach are:
a) the content of the educational program does not include the study of a particular profession, but the development of key, basic and special competencies, which allow people to quickly respond to changing labour market.
b)the continuity of professional education all through person's life;
c) the transition from subject teaching to interdisciplinary modular on competence basis, providing the flexibility of vocational education.

The main document of higher vocational education is the State educational standard of higher vocational education(SESE, RK). (Государственный образовательный стандарт высшего профессионального образования (ГОСО РК), the transformation which generates new requirements for the organization of the educational process. SESE, RK and standard plan is a state regulatory document defining the required minimum content of basic education programmes, the maximum volume of an academic load and requirements to level of preparation of graduates.[9] Development of modular educational programs of the new generation is associated primarily with scientific and technical progress, democratization of Kazakhstan society, the economic situation, the implementation of International standard of education and Bologna Declaration. There are new technologies in teaching and new teaching methods, increasing range of tools. All this contributes to increase of requirements to quality of preparation of graduates for the teaching profession and determines the need for further improvement of the educational process in the higher pedagogical school. To achieve high quality learning can only be achieved through integration of education, science and innovation.
Modular training is a technology of teaching students, the main means of which are module and modular program. The main purpose of the module is to teach to set goals of the activities properly, to ensure achievement and to assess. The essence of modular training is that the student can work independently with a proposed training program, including targeted action plan, the bank of information and guidance on how to achieve didactic goals. Learning content is presented in a completed independent complexes (modules). The didactic purpose is formulated for the student and contains not only an indication of the scope and type of the studied material, but also the level of comprehension. The student determines the specific goals of the educational-cognitive activity in the process of working with the module and learn the ways of their achievement: self-planning, self-organization, self-management and critical self-assessment.

In education in the specialty "Foreign language: two foreign languages" appropriate use of modules of information and activity type especially in the study of relevant disciplines, as they contain a large theoretical material and at the same time impose high demands on the formation of professional skills. The basics of modular training are the development of modular curricula, the modular structure of training courses based on modular programmes, the inclusion in the curricula of all cycles disciplines of three types of courses: compulsory elective (compulsory courses) optional. Training programmes are the main normative documents, defining the content, methods, forms and means of teaching the various subjects of the curriculum. Therefore, the process of implementing modular technology should begin with the creation of teaching programs courses with a modular structure in the disciplines of SESE RK, specialty "Foreign language: two foreign languages". Modular discipline program covers a specific scope of activities carried out within the framework of the specialty "Foreign language: two foreign languages", and consists of training modules, as structural units of the learning process in groups.[9]
A package of educational and methodical documents consists of educational-methodical programs for each subject studied with presents in their modular structure of the course, thematic plans of lectures, seminars and practical classes, programmes of each module, including the structured portion of the study course with the definition of the goals of the study, a list of basic concepts and terms, as well as skills that must be learned by the student during the training list of individual works and guidelines for their implementation.

Competence-based approach implies the actualization of a more active learning of practical skills. The content of the programme "5B011900 – Foreign language: two foreign languages" is consistent with the mission of the Eurasian national University named after L. N. Gumilev and completely determines the specifics of the program. In the framework of this program is intended to train qualified professionals who will develop new paradigms language and methods that facilitate the conduct of modern research in the scientific and educational centers of Kazakhstan, as well as the results of its work to deeply understand their responsibility to society and the state. Also, this program teaches students the basics of world and national spirituality, morality, humanity and humanism, promotes the formation of highly conscious citizen of society, and provides the opportunity for the full assimilation of the content of professional activities in the field of pedagogy, qualitative professional training and formation of cultural knowledge.

Strategic management program "5B011900 – Foreign language: two foreign languages" covers the implementation process of this programme and is aimed at long-term stability and successful achievement of the program.
The students of this Department have the opportunity of mastering literacy, learning substantive content of foreign language and literature and pedagogy, and presents in-depth areas of professional education on the basis of academic mobility.
Also, special attention is paid to the expression of their thoughts and opinions in an environment to initiate their ideas and participate in the management of Affairs of the students of this specialty. Students as members and teachers as leaders take an active part in the life of the "Youth Committee" and linguists, groups, clubs, and have the ability to constantly monitor the social situation and the news of the educational process.
The provision of the basic requirements of the stakeholder and planning educational programs for further improvement of the educational process and allocation of its resources implementation in line with the strategic plan.
Implementation of the educational program.
Educational program "5B011900 – Foreign language: two foreign languages" defines objectives based on the training of foreign language specialists.
Goals are specific, well-formed and fully comply with all the requirements of state standards of the Republic of Kazakhstan.
The regulatory framework of the educational program "5B011900 – Foreign language: Two foreign languages" consists of the following documents:
- No. 319-the Law of RK "On education" dated 27.07.2007;
- The state compulsory education standard of the Republic of Kazakhstan. Higher education. Bachelor. The main provisions. 5.04. 019 – 2011 (approved by Order No. 261 of MES of the RK dated June 17, 2011);
- Model curriculum. Bachelor. Specialty: "5B011900 – Foreign language: two foreign languages". (Approved and promulgated by order No. 289 of the Ministry of education and science of the Republic of Kazakhstan dated 11 may 2005. 22.06.2006);
- Model curriculum. Bachelor. Specialty: "5B011900 – Foreign language: two foreign languages" (approved and put into effect the decision of the minutes of the meeting of the Republican educational-methodical Council of higher and postgraduate education of the Ministry of education and science of the Republic of Kazakhstan dated June 22, 2006);
- "Rules of organization of educational process on credit system of education". Approved by order No. 506 of the Ministry of education and science of the Republic of Kazakhstan dated October 22, 2007;
- Model rules for achievement of ongoing monitoring, interim and final attestation of students. Approved by law No. 506 of the Ministry of education and science of the Republic of Kazakhstan from October 1, 2010.
Programme of educational objectives (specific, dynamic, meet the requirements of society, the economy, the labour market. [10]
The educational process is organized in accordance with State compulsory education standard of the Republic of Kazakhstan Higher education.Bachelor. The main provisions. 5.04.019 – 2011 (approved by order No. 261 of MES of the RK dated June 17, 2011). Ensuring the quality of educational process is carried out in accordance with the "Regulation of organization of educational process in the ENU named after L. N. Gumilev on the loan" (20.04.2011 No. 152), the Standard rules of activity of the organizations of higher and postgraduate education. From 17.05.2013, No. 499. [10]
Training of bachelors in the specialty "5B011900 – Foreign language: two foreign languages" though Kazakh and Russian languages on full-time Department on a secondary basis. The duration of studies is 4 years.
To improve logical model of education, the relationship between indicators of academic disciplines, the necessary education, skills and qualification on the basis of state educational standards educational programs are elective subjects. These elective subjects improve qualification of competence in international regional format, also they amplify the requirements to many socio-economic, cultural and professional qualification principles. [10]
Elective subjects are introduced in order to deepen and broaden the professional teacher education. Deepening the content of required courses fully cover the major trends and industry of pedagogy and methodology of teaching foreign languages, is widely considered and specifically explains the findings regarding the individual topical issues. Elective subjects deepen the content of disciplines, covering historical periods of a foreign language and the main branches of methods of foreign language, and aims to broaden educational horizons and providing in-depth information on pedagogy and methodology.
Today at the faculty of Philology has all the necessary conditions for the introduction of new educational standards. The future is the increasing emphasis on skills and practical skills of students, exploring the possibility of introducing a modular system of education.
Conclusion:
The competency-based approach is a set of general principles for the determination of objectives, selection of content, organization of the educational process and evaluation of its results. The main provisions of the competence approach, we include:
- learning objectives to develop students ability to solve independently standard and unusual tasks in various spheres of professional activity;
- the content of education is a didactically adapted social and educational-professional experience solving cognitive, ideological, industrial situations and problems;
- the meaning of the educational process is to create pedagogical conditions for the accumulation of students experience self-solve these problems;
- assessment of learning outcomes is based on the analysis of the levels of formation of common cultural, professional and special competences.
The list of references:

1. Bidenko V. I., Oskarsson B. Basic skills(key competences) as the integrating factor of the educational process // Professional education and formation of professional identity. – M., 2002.With. 22-46.
2. Davidovich V. the Fate of philosophy at the turn of the Millennium// Bulletin of the higher school. 2003. - No. 3 Pp. 4 – 15.
3. Zeer E. F. Psychology professions. Ekaterinburg, 1997. P. 20-44.
4. Landseer V. the Concept of "minimum competence" // Prospects. Issues of education. 1988. - No. 1.
5. Namerow V. J. Talking with Lee Iacoccas // Specialist. – 2000. - No. 4 – pp. 32.
6. Novikov A. M. Professional education in Russia. – M., 1997.
7. Modern approaches to competence-oriented education. Workshop materials. – Samara, 2001.
8. Chasanow M. A. Flexible psychology of problem-modular training. – M., National education, 1997. – 152 p.
9. Rules of organization of educational process on credit technology of education on April 20, 2011. NO. 152 MES.
10. The regulations on the organization of educational process on credit technology of training at the Eurasian national University. L. N. Gumilev (Higher professional education – bachelor and post – graduate education-graduate and doctoral), Astana 2011.