What are competencies? Key competencies and their assessment. Competences of the teacher and students

2024 Author: Howard Calhoun | [email protected]. Last modified: 2023-12-17 10:16

"Competence" is a word that is used, perhaps not so often, but sometimes still slips in certain conversations. Most people perceive its meaning somewhat vaguely, confusing it with competence and using it out of place. At the same time, its exact meaning can serve as a weighty argument in controversy and discussion, as well as in proceedings. So what are competencies? What do they mean and what are they? Let's take a closer look.

Terminology

According to Efremova, competence is defined as a field of knowledge and the range of issues in which an individual is well aware. 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". It is somewhat stricter than the first. But this definition is much more relevant to the essence of the real question of what competencies are, since the first option has many synonyms and is not so narrowly defined.

Competenceand related terms

There are two approaches to interpreting the terms competence and competence:

• identification;
• differentiation.

Competence, roughly speaking, is the possession of some kind of competence. In accordance with how widely the latter term is considered, and their relationship with the first concept is interpreted. By the way, it is described as characterizing the quality of the individual, his ability. Competence is interpreted differently - it is, first of all, a set.

Structuring

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

1. Target. Determination of personal goals, drawing up specific plans, building models of projects, as well as actions and deeds in order to achieve the desired result. The ratio of goals and personal meanings is assumed.
2. Motivational. Genuine interest and sincere curiosity in the work in which the person is competent, the presence of his own reasons to solve each arising task associated with this activity.
3. Orientation. Accounting in the process of work of external prerequisites (understanding the base of one's work, the presence of experience in it) and internal (subjective experience, interdisciplinary knowledge, methods of activity, specific features of psychology, and so on). An adequate assessment of reality and oneself - one's own strengths and weaknesses.
4. Functional. The ability to not only have, but also to actually use the acquired knowledge, skills, ways and methods of activity. Awareness of information literacy asbases for the formation of their own development, innovation of ideas and opportunities. Lack of fear of complex conclusions and decisions, choice of unconventional methods.
5. Control. There are limits to the measurement of flow and conclusions in the course of activity. Moving forward - that is, the improvement of ideas and the consolidation of correct and effective ways and methods. The ratio of actions and goals.
6. Assessor. The principle of three "self": analysis, evaluation, control. Evaluation of the position, necessity and effectiveness of knowledge, skills or the chosen way to act.

Each of the elements can influence all the others by its behavior and is a significant factor for the concept of "formation of competencies".

Categorization

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

• self-guidance;
• leading others;
• leading the organization.

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

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

Consider the following:

1. Teaching competencies. The essence of professional and pedagogical competence.
2. Competencies of students. Definition of a limited set of knowledge and skills.

Why were these chosen?

Relevance

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

Student competencies

Most scientists insist that the competence of students, or rather, their number, should be strictly limited. Therefore, the most important ones were chosen. Their second name is core competencies.

Europeans made their list approximately, without clarification. It has six items. The student must:

• learning is the main action;
• think - as the engine of development;
• search - as a motivational layer;
• cooperate - as a communicative process;
• adapt - like social improvement;
• get down to business - as the implementation of all of the above.

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

• The ability to learn. It assumes that a student who is able to learn independently will be able to apply the same independence skills in work, creativity, development, and life. This competence involves the choice by the student of the goal of learning or the awareness and acceptance of the goal chosen by the teacher. It also includes planning and organization of work, selection and search for special knowledge, self-control skills.
• Common cultural. Development of personal self-perception of oneself in general and in society, spiritual development, analysis of national and international culture, the presence and use of language skills, self-education of moral and socio-cultural common values, focus on tolerant intercultural interaction.
• Civil. This competence includes the ability to navigate the socio-political life, that is, to be aware of oneself as a member of society, the state, as well as social groups. Analysis of ongoing events and interaction with society and public authorities. Consider the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
• Entrepreneurial. It implies not only the presence, but also the realization of abilities. These include, among others, the ratio of the desired and the actual, the organization of activities, the analysis of opportunities, the preparation of plans and the presentation of the results of work.
• Social. Determination of one's place in the mechanisms of social institutions, interaction in social groups, compliance with the social role, diplomacy and the ability to come to compromises, responsibility for one's actions, community.
• Information and communication. Rational use of information technology capabilities, building information models, evaluating the process and result of technical progress.
• He alth. Preservation of both one's own he alth (moral, physical, mental, social, etc.) and others, whichinvolves basic skills that contribute to the development and maintenance of each of the above types of he alth.

Key qualifications (basic skills)

European countries are synonymous with the meaning of the words "qualifications" and "competencies". Core competencies are also called core skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in various social and work situations.

List of key competencies in vocational education in Europe:

• Social. Development of new solutions and their implementation, responsibility for the consequences, correlation of personal interests with workers, tolerance for intercultural and interethnic features, respect and cooperation as a guarantee of he althy communication in a team.
• Communicative. Oral and written communication in various languages, including various programming languages, communication skills, communication ethics.
• Social information. Analysis and perception of social information through the prism of critical sanity, possession and use of information technologies in various situations, understanding of the human-computer scheme, 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 is self-education, improvement, personal growth.
• Intercultural, including interethnic as well.
• Special. It includes the skills necessary for sufficient competence in the professional field, independence in this activity, an adequate assessment of one's actions.

Competence and qualifications

For a person of the post-Soviet space, however, it is a bit strange to hear the terms given in the title as synonyms. The question of what competencies are is starting to reappear and needs some clarification for a clearer definition. Domestic researchers call qualification sufficient preparation for framework activity, in stable and limited states. It is considered an element of the competency framework.

But this is only the beginning of the differences. Also, key competencies in various sources have different names and interpretations.

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

Professional competencies

B. I. Baidenko singled out another important layer - professionally oriented competencies.

The concept has four binding interpretations:

1. Combination of resilience and flexibility in obtaining and accepting information, as well as in applying the received data to solve problems in a professional environment;openness to interact with the above environment.
2. Quality criteria, scope and relevant information used as design constructs for standards.
3. Effective implementation of qualities and skills that contribute to productivity and effectiveness.
4. The combination of experience and information that allows a person to progress in his work life.

If we consider the terminology proposed by Baidenko, then we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act expediently and in accordance with the requirements of the task in one's work area. A competent employee is ready to do it.

Teacher's competence is one of the categories of professional, as well as covering the area of professional and pedagogical competence. More on that below.

Professional and pedagogical competence

The concept of a teacher's competence is an expression of the teacher's personal capabilities, thanks to which he is able to independently effectively solve the tasks set for him by the administration of the educational institution, as well as those arising in the course of training. It's theory put into practice.

A teacher's skills come down to three main layers of abilities:

• using real world learning techniques;
• flexibility in decision-making, a variety of techniques for each task;
• develop yourself as a teacher, innovate ideas and improve skills.

Depending onpossession of these layers, there are five levels:

• The first level of competence is reproductive.
• Second - adaptive.
• The third one is locally modeling.
• Fourth - system-modeling knowledge.
• Fifth - system-modeling creativity.

Competencies are assessed based on the following requirements:

• customization;
• comparison of previous grades in order to identify professional growth;
• diagnosing - should also be aimed at developing competencies, drawing up ways and plans for improvement;
• creating motivations and opportunities for introspection, self-assessment.

Competency assessment relies on the following criteria:

• knowledge of the subject;
• innovation;
• work attitude;
• knowledge of psychological and pedagogical bases;
• ability to draw up curricula;
• effectiveness of curricula;
• pedagogical tact;
• attitude towards students;
• use of an individual approach in work;
• motivate students;
• developing students' scientific thinking skills;
• development of students' creative thinking;
• the ability to arouse interest in the subject;
• competencies in the lesson - types of work and activities;
• correct speech;
• feedback;
• documentation;
• self-education, self-improvement of personality and skills in the subjectactivities;
• extracurricular activities:
• communication with parents, colleagues, administration.

Competence of higher organizations

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

Competence of authority:

• policy implementation (internal and external);
• control of the socio-economic sphere;
• managing the competencies of lower authorities, ensuring the effective operation of a single structure;
• ability to maintain the integrity of binding elements;
• formation of special programs suitable for emerging problems, implementation of programs;
• realization of the right of legislative initiative.

Power, as you know, is divided into executive, judicial and legislative. The competence of the courts is determined on the basis of their level. For example, the International Court of Justice can deal only with cases between states, while the arbitral tribunal has jurisdiction over economic cases. The competences of such organizations are determined by their charter, as well as set out in the Constitution.

Competencies of business organizations, firms, etc

The key competencies of the company are the basis for its strategic development, aimed at improving performance and making a profit. Having sufficient qualifications allows the organization not only to stay afloat, but also to progress to the next level. Core competencies should be closely related to activitiescompanies. This is how it allows you to bring the greatest benefit.

Competencies of an organization on the example of a business company in the field of trade:

• knowledge of the field of activity (market) and constant updating of this knowledge;
• ability to analyze the acquired knowledge and implement the right decisions for the benefit of the company;
• ability to keep moving forward.

Conclusion

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