Avramenko S.N.

State-run Institution of the Secondary Professional
Education of College of Architecture and Construction №7

Analysis of the core competences among students of the construction department’s resource center

There are several types of competencies in the professional area: special (subject) competencies which define the actual possession of the profession; general professional (general subjects) competence related to several subject areas or professional activities, which should possess a graduate within his profession, key (basic, universal) competence (generalized methods of action to ensure productive performance of professional activities, i.e., a person's ability to put into practice their competence [1, c. 12]), promoting high-quality solution of various problems from different areas of knowledge and implementation of social and professional roles and functions. Generic knowledge and skills determine the competence of the individual (expertise - the ability (willingness) of a specific activity with the knowledge and skills, including not only professional, but also personal qualities [2, p. 70]) and they are the most important components.

Key competencies are invariant with respect to the subject area, which are characterized, including skills: acquire knowledge, create / convert, organize / train and use knowledge. These skills are in demand in any profession, because in a globalizing world, possession of highly qualified specialists is permanent. With respect to persons employed in the construction industry, the key (base) competencies are the following: understanding the nature and social significance of the profession and manifestation of interest towards it, ability to organize the own activities, to determine the methods and ways to perform professional tasks, evaluate their performance and quality; address problems, assess risks and make decisions in emergency situations, the ability to search and use information, necessary for the effective performance of professional tasks, professional and personal development skills to use ICT in their professional activities, the ability to determine the problem of professional and personal development, engage in educate ourselves, consciously planned training, orientation in terms of frequent change of technology in professional activities.

The main characteristics of the modern labor market are the high dynamics of innovation, flexibility, variability, new demands on job seekers. In this case, the requirements of employers are not limited to the format of "knowledge" of competitors, and focus on their commitment to continuing self-education and upgrading professional skills, the ability to take responsible decisions and actions in unusual situations, critical thinking, business communication and self-management behaviors and activities. Competitiveness is a specialist in many respects depends on his ability to acquire and develop skills which can be used for different situations in life. Thus, the requirements of employers are focused on the presence of key competitors (basic) skills. The high level of competence of workers and professionals is now considered as the most important competitive advantage of some organizations over others.

Based on a list of employers’ requirements, it can be assumed, that the core (basic) competences are made up of a number of individual competencies, only total mastery of which gives the desired result, in order to meet the demands of the modern labor market. These competencies include:

· professional competence, characteristic of the presence of a person of necessary knowledge and skills which represent the basis of professional activity and the individual's ability to consciously apply this knowledge in practice;

· social competence, which can be regarded as the aggregate of formation of the personality traits related to the cognitive sphere, providing a deep and comprehensive insight into the psychological characteristics of the society, in which the professional activities of the individual;

· communicative competence, which represent a person's ability to adequately assess himself and his place in society, the right to determine personality traits and emotional states are partners in communication, select and apply the best ways of dealing with others and apply them in the process of communication, interpersonal events to predict;

· information competencies, which are a complex knowledge of the individual in the field of information and communication technologies, as well as its ability to apply this knowledge in practice, in other words - make information literacy of a person;

· ethno-cultural competence, which are commonly regarded as the personal qualities, necessary for the possession of modern humans to effectively socialize in different areas of multicultural society;

· educational competence, due to personal-activity approach to education, the educational requirement for the preparations necessary for socially important and productive activity of a person;

Mastering by the students of necessary knowledge, skills and abilities, depends on the content of teacher’s training of any profession and his understanding of the importance of building of students' core competencies. One of the leading roles is played by the principle of active approach of the teacher, as according to V. Shadrikov, "Educational activity is the activity which is expressed in a meaningful development of the learner, learning the basics of their culture, the full development of his faculties, where teacher and student advocate as equal subjects of the educational process" [3, p. 12].

Modernization of vocational education in Russia is aimed to bringing the results of its operations into compliance with the requirements of the individual, society and the state as a whole. In order to identify the importance of educators’ understanding of the availability of key (core) competencies for students, was conducted a case study among teachers and administrators colleges in Russia on the base of the Resource Center of the State-run budget educational institution of secondary vocational education of College of Architecture and Construction number 7 (Moscow). The respondents were offered to make their mind from possible answers on the subject of compulsory acquisition of listener’s key (base) competencies.

Figure 1 shows the results of sociological analysis, conducted in October and November of 2011 on the basis on of the Resource Center of the State-run budget educational institution of secondary vocational education of College of Architecture and Construction number 7 among the teachers and managers of universities in Russia. It was found that the leading competences to meet the demands of the modern labor market are the following: professional (59.4%), social (12.6%), communication (5.6%), information (9.8%), ethno (8, 1%) of competence and others (4.5%). The overall majority of respondents assessed the key (core) competence of the individual as an important source of socio-economic development.

(Fig. 1)

Compulsory presence of key competences (in respondents’ pinion)

As was illustrated by this study, in the vocational education system in Russia, the majority of teachers are inclined to evaluate the key (basic) competence of personality as an important resource for regional socio-economic development.

Literature:

1. Korsakov S.V. Portfolio of manager’s competences // Competences and expertise of a modern specialist. Issue of articles. – M.: Granitsa, 2011. – p. 7-33;

2. Nevmerzhitskaya E.V. Ethno-oriented training of particularities of non-verbal foreign language communication // Competences and expertise of a modern specialist. Issue of articles. – M.: Granitsa, 2011. – p. 33-70;

3. Shadrikov V.D. Methodics of assessment of quality level for teachers. Institute of education content of the State university – Higher School of Economics. Moscow, 2010. – p. 174.