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O.V. Bondarenko, N.P. Ilyashevich, A.I. Martynenko
Irkutsk State Agrarian
University named after A.A. Ezhevsky,
Russia
PHILOSOPHICAL FOUNDATIONS OF THE
COMPETENCE APPROACH TO EDUCATION
Modern problems of education, exacerbated and
clearly pronounced in the Russia by transition to a market economy and the
innovative type of development require a new philosophy of education. At its
core, the problem of education in Russia are not unique national issues and
should be considered in the global context
of the transformation of the institutional foundations of education in
the era of "society of knowledge" and the processes of globalization.
Specifically, they are to move away from traditional models of translation of
knowledge and patterns of education and suggest the implementation to the
aggregate educational activities of innovations, that provide training as many
people to the highly professional innovative activity and the meeting of needs
of the personality in obtaining of appropriate education.
The basic principles of educational policy in
Russia are defined in the Federal Law of the Russian Federation dated December
29, 2012 ¹ 273-FL "On Education in the Russian Federation" and the
target indicators are disclosed in the National Doctrine of Education in the
Russian Federation until 2025, the State program "Development of Education
in Russia Federation for 2013-2020", and others. According to the
documents the main purpose of modernization of the Russian education system is
“to ensure availability of quality education that meets the requirements of an
innovative socially-oriented development of the Russian Federation.
Modernization of general and pre-school education as the Institute for Social
Development; bringing the content and structure of vocational education in line
with labor market needs; development of evaluation of education quality and
relevance of education services " [1].
In relation to higher education there is an
urgent demand of transition from information-objective to creative-developing
model of education. This is reflected in the growing tension between the
increasing demands for public intelligence and morality of human and his
ability to prediction and responsible creation of the future. The result is
that the problem of formation of nature-, socio-, and culture- and
personality-shaped education system has become one of the most important
national problems.
In accordance with that state educational policy
of the Russian the higher education must perform two main functions. The first,
traditional, related to the training of specialists, and the second, also
associated with the preparation, but of a different kind, which can be called
activity on the formation of human capital. Moreover, this second function of
education is not secondary one. It is not less important, at least, so is
declared by society and the state, than the first.
The transformation of the higher education
system began with the development and implementation to operation of the
federal state educational standards of higher professional education (HPE FSES)
of the third generation on the basis of competence approach. Competence began
to act "nucleus" of the new generation of FSES, shifting towards
educational outcomes. Competence (from the Latin. Competere - match, fit) – is
a personal ability of the specialist to deal effectively with a certain class
of professional tasks.
Russian higher education has a wealth of
experience in building of qualification characteristics (models) of experts
submitted to the SES of the first and second generations. With relation to the
"knowledge", "abilities", "skills", the
competences in the integral form allow to include all their constructive
content and ensure the organic continuity SES HPE of all generations. Thus, in
contrast to typical SES HPE qualifying model, competence model of specialist,
oriented on the sphere of professional activity is less rigidly tied to a
specific object and the object of labor. This will provide greater mobility of
graduates in the changing labor market.
The basic concept of "competence"
includes not only the cognitive and operational- technological components, but
also motivational, ethical, social and behavioral sides. "Competence is a
complex, integrated concept, which characterizes a person's ability to realize
its full potential (knowledge, skills, and personal qualities) for solving the
professional and social problems in a certain area. Behavioral skills, as well
as value orientation of human can be attributed to his personal qualities. As
practice shows, the personal qualities of the person (the third component of
competence), i.e. his singleness of purpose, hardworking, behavior ethics,
moral values, responsible attitude to ones duties, have a decisive importance
to the results of any activity" [2].
The essential characteristic of competence model
is expressed in the emergence of two groups of competencies - common (generic)
and specific (professional). General competences should ensure employability
and the actual quality of teaching. Among them: the instrumental (general
science), interpersonal (social-personal), systemic (including
organizational-managerial) competences. To the special (professional)
competence are ranked: basic general professional knowledge in chosen field of
activity; professionally profiled (specialized) skills in accordance with a
particular specialization or profiling of graduate [3].
Professional competences are kind of
professional standards. Professional competences are accented to the validity
of the criteria: important is that, what really leads to the best performance
of the work.
However, professional knowledge, especially in
applied sciences, outdates with astonishing rapidity, and become irrelevant,
therefore, can only be one of the two pillars of the qualification. It should
be added that in the modern (post-nonclassical) scientific knowledge various
particular-scientific disciplines increasingly intertwind, and any discipline
inevitably, going beyond its borders, needs to contact not only with other
disciplines, but also with various forms of premise knowledge - philosophical
and methodological. Today, the phenomenon - conditionally - "going beyond
borders" of discipline as is the norm of scientific knowledge, the rule
has two meanings - interdisciplinary and reference to philosophy. "Going
beyond" is necessary for almost every branch of modern science, it carries
the risk of blurring the subjective boundaries, especially as these borders are
open, agile, transparent. This danger is becoming greater as the specific
sectors of modern science themselves aspire to embrace a growing number of
heterogeneous realities, becoming - paradoxically - multidisciplinary (or
complex) in their objectivity. Given this situation, inherent in many branches
of concrete scientific knowledge, the new philosophy of teaching is needed.
It appears that the approach to the teaching of
professional disciplines should be oriented not to reproduce learned in the
field of knowledge, but to develop capabilities to contextualize new
information and give it an interpretation based on the basic principles of the
discipline; logically and consistently present the acquisitioned knowledge;
properly use of scientific methods and discipline techniques and etc., i.e.,
requires the formation of (common) system-activity-related competences and
competences of self-organization and self-government.
It is also evident that modern man needs
"flexible" skill - willingness to "lifelong" learning, which
supports its competences up to date.
Considering the specificity of modern production
- the production of the equally closely related with people and with nature,
along with social competence as a totality of competences, knowledge and
skills, required for effective action in society for graduate the environmental competence is necessary.
Environmental competence - it is not only theoretical knowledge and
understanding of the interaction between society and the natural environment in
terms of the optimal solution, but also motivated adaptive-saving behavior of
people in relation to specific social and environmental opportunities. In other
words, environmental competence is ideologically, methodologically,
axiologically, economically and socially motivated solution of particular
practical problems (within the paradigm of co-evolutionary interaction between
nature and society) of modern production. It is an organic unity of
professional and "human."
Obviously, the general and professional
competences of the students should be complementary, but in practice occurs and
probably will still occur be a certain dissonance due to currently low level of
assimilation of general and (or) professional competences of many students,
studying in the various fields of education.
In the modern Russian education, despite
numerous attempts of its humanization and humanitarization the pragmatic
tendencies still dominated, that contribute to the prevalence of technocratic
thinking, there has been a separation of natural-technical and humanitarian.
Awareness of the obvious truth that without a high level of general culture the
modern graduate is not able to perform his professional duties at the level of
the requirements of the XXI century has caused expansion of volume and diversification
of the contents of training of staff (bachelors, masters and PhD students).
Competence approach is designed to find them points of contact with the purpose
of training of not just a "good" person and not just a first-class
professional, but of personality – a professional, along with professional
knowledge and skills mastered the culture of human relationships and the
culture of nature management, which will allow him to act as innovatively and
socially-nature responsibly.
In practical terms the main problem of
implementation of competence paradigm of education is the search for ways of
transition from the declaration of qualification competencies of students to
implementation of integral ways of organizing of the educational process and
creating real social-economic conditions for the elimination of the
contradictions between supply and demand on the labor market and supply and
demand in the educational services market.
Literature:
1.
Gosudarstvennaja
programma «Razvitie obrazovanija v Rossijskoj Federacii na 2013-2020 gody»:
ofic. tekst /M-vo obrazovanija Ros. Federacii. - URL: http: minobrnauki.rf.
2.
Proektirovanie
osnovnyh obrazovatel'nyh programm vuza pri realizacii urovnevoj podgotovki
kadrov na osnove federal'nyh gosudarstvennyh obrazovatel'nyh standartov /Pod
red. S.V. Korshunova. - M.: MIPK MGTU im.
N.Je. Baumana, 2010. – S. 152.
3.
Konceptual'nye osnovy
proektirovanija FGOS VPO tret'ego pokolenija dlja mnogourovnevoj sistemy
podgotovki pri innovacionnyh podhodah k standartizacii, realizacii i ocenke
kachestva obrazovatel'nyh programm VPO [Tekst]. - M.: MO RF, 2006. – S. 14-16
s.