Most of the researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. At the same time, the problem of choosing the most universal of them is considered one of the central ones. Let us further consider what types and levels of competence development exist.
General information
Currently, there is a huge variety of approaches to their classification. At the same time, the main types of competencies are determined using both European and domestic systems. The GEF glossary provides definitions of the basic categories. In particular, the differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is aware and has practical experience. Competence is the ability to actively use the acquired professional and personal knowledge in the course of their activities.
Relevance of the issue
Shouldto say that at present there is no single semantic space for the definition of "key competencies". Moreover, in various sources they are called differently. Highlighting the types of key competencies in education, researchers find the blurriness and laxity of the division of these categories themselves. An example is the classification of G. K. Selevko. According to the researcher, there are such types of competencies as:
- Communicative.
- Math.
- Informational.
- Productive.
- Autonomization.
- Moral.
- Social.
Intersection of classes (non-strictness) is expressed in this classification in that, for example, productivity can be considered as a general property of any activity: communication or solving mathematical problems. The information category intersects with others, and so on. Thus, these types of competencies cannot be singled out as isolated ones. Intersecting values are also found in the classification of A. V. Khutorsky. It defines the following types of competencies:
- Educational and educational.
- Value-semantic.
- Social and labor.
- Communicative.
- Common cultural.
- Personal.
- Informational.
Different authors can meet from 3 to 140 competencies. In 1996, at a symposium in Bern, an approximate list of basic categories was formulated. It includes the following types of competencies:
- Social and political.
- Intercultural. They allowcoexist with people of a different religion or culture.
- Determining the ability to learn throughout life.
- Related to mastery of written and oral communication.
Domestic classification
The most complex, according to experts, the types of professional competencies are defined by I. A. Zimnyaya. Its classification is based on the category of activity. Winter highlights the following types of professional competencies:
- Relating to a person as a person, as a subject of communication, activity.
- Regarding the social interaction of people and the environment.
- Related directly to human activity.
Each group has its own types of core competencies. So, the first includes the following categories:
- He alth saving.
- Value-semantic orientation in the world.
- Citizenship.
- Integration.
- Objective and personal reflection.
- Self-development.
- Self-regulation.
- Professional development.
- Speech and language development.
- The meaning of life.
- Knowledge of the culture of the native language.
In the second group, the main types of competencies include skills:
- Communication.
- Social interaction.
Competencies included in the last block:
- Activities.
- Information technology.
- Educational.
Structural elements
If we analyze the types of competencies in education identified by the authors, it is quite difficult to find the fundamental differences between them. In this regard, it is advisable to consider categories as mutually subordinate components of the subject's activity. Within any area of activity, competence includes the following components:
- Cognitive.
- Motivational.
- Axiological (value relations, personality orientation).
- Practical (skills, abilities, experience, abilities).
- Emotional-volitional. In this case, competence is considered as the potential of competence. It can be implemented in a specific field of activity and should become effective when using the mechanisms of self-regulation and self-organization.
Important moment
Types of teacher competencies, according to a number of researchers, should include two basic elements. The first is the socio-psychological aspect. It implies the desire and readiness to coexist in harmony with others and with oneself. The second element is professional. It provides for the willingness and desire to work in a particular field of activity. Each of these components, in turn, can be divided into certain types of competencies. In the pedagogical process there are basic and special elements. The former refers to graduates of all universities. The latter are important for a particular speci alty.
Competencies (types in pedagogy)
For future specialistsdeveloped a system consisting of 4 blocks. Each of them defines the types of professional competencies of a teacher:
- General socio-psychological.
- Special professional.
- Special socio-psychological.
- General professional.
The latter is defined as basic skills, knowledge, abilities, skills and readiness to update them within a group of speci alties. This block may include such types of student competencies as:
- Administrative and managerial.
- Research.
- Production.
- Design and constructive.
- Pedagogical.
Special category implies the level and type of training of the graduate, the presence of his desire and readiness necessary for the implementation of a particular activity. Their content is determined in accordance with state qualification indicators. General socio-psychological competencies represent the desire and readiness for effective interaction with others, the ability to understand others and oneself against the background of constantly changing mental states, environmental conditions, interpersonal relationships. In accordance with this, the basic categories that make up this block are distinguished. It includes such types of competencies as:
- Social (ability to work in a group/team, responsibility, tolerance).
- Personal (desire and readiness to independently develop, learn, improve, etc.).
- Informational (possessionexisting technologies, the ability to use them, knowledge of a foreign language, etc.).
- Environmental (knowledge of the patterns of development of nature and society, etc.).
- Valeological (desire and willingness to take care of your he alth).
Special socio-psychological competencies presuppose the ability to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.
Basic skills
Types of students' competencies act as the main criteria for the quality of their training, the degree of formation of basic skills. Among the latter there are the following skills:
- self-management;
- communications;
- social and civic;
- entrepreneurial;
- administrative;
- analyzer.
The main unit also includes:
- psychomotor skills;
- cognitive abilities;
- general labor qualities;
- social ability;
- individual-oriented skills.
Here there are:
- personal and sensorimotor qualifications;
- socio-professional skills;
- polyvalent competence;
- special cognitive abilities, etc.
Features
Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. Yes, social block.consists of the ability to take responsibility, jointly develop decisions and participate in their implementation. Social competencies also include tolerance for various religions and ethnic cultures, the manifestation of the conjugation of individual interests with the needs of society and the enterprise. The cognitive block includes readiness to increase the level of knowledge, the need to implement and update personal experience, the need to learn new information and acquire new skills, the ability to improve.
Levels of competency development
Characterization of behavioral indicators is undoubtedly of great importance in assessing the skills of the subject. However, it is also important to highlight the levels of development of existing competencies. The most universal is the description system used in some Western companies. Within this classification, important qualities can be identified by placing them in the appropriate steps. In the classic version, 5 levels are provided for each competency:
- Leadership - A.
- Strong – V.
- Basic - S.
- Insufficient – D.
- Unsatisfactory - E.
The last degree indicates that the subject does not have the necessary skills. Moreover, he does not even try to develop them. This level is considered unsatisfactory, since the person not only does not use any skills, but also does not understand their importance. Insufficient degree reflects the partial manifestation of skills. The subject strivesuse the necessary skills included in the competence, understands their importance, but the effect of this does not occur in all cases. A basic degree is considered sufficient and necessary for a person. This level shows what specific abilities and behavioral acts are characteristic of this competence. The basic degree is considered optimal for the implementation of effective activities. A strong level of competency development is essential for middle management. It assumes a very good formation of skills. A subject possessing complex skills can actively influence what is happening, solve operational issues in critical situations. This level also implies the ability to anticipate and prevent negative phenomena. The highest degree of skill development is required for top managers. The leadership level is required for managers making strategically important decisions. This stage assumes that the subject is not only able to independently apply the available necessary skills, but can also form appropriate opportunities for other people. A person with a leadership level of competence development organizes events, formulates rules, norms, and procedures that contribute to the manifestation of skills and abilities.
Conditions for implementation
For the effective application of competencies, they must have a number of mandatory features. Specifically, they should be:
- Exhaustive. The list of competencies should cover all elementsactivities.
- Discrete. A specific competence should correspond to a specific activity, clearly separated from others. Where skills overlap, it becomes difficult to assess work or subjects.
- Focused. Competencies should be clearly defined. There is no need to strive to cover the maximum number of areas of activity in one skill.
- Affordable. The wording of each competency should be such that it can be universally used.
- Specific. Competencies are designed to strengthen the organizational system and strengthen goals in the long term. If they are abstract, then they will not have the desired effect.
- Modern. The set of competencies should be constantly reviewed and adjusted, in accordance with reality. They should take into account both the current and future needs of the subject, society, enterprise, state.
Formation features
Within the framework of the competency-based approach, the formation of basic skills is a direct result of pedagogical activity. These include abilities:
- Explain current phenomena, their essence, causes, relationships between them, using relevant knowledge.
- Learn - solve problems in the field of learning activities.
- Be guided by the actual problems of our time. These include, in particular, political, environmental, intercultural issues.
- Solve problems that are common to different types of professionaland other activities.
- Be guided by the spiritual realm.
- Solve problems related to the implementation of specific social roles.
Tasks of teachers
The formation of competencies is determined by the implementation of not only the new content of education, but also technologies and teaching methods that are adequate to modern conditions. Their list is quite wide, and the possibilities are very diverse. In this regard, key strategic directions should be identified. For example, the potential of productive technologies and methods is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. The list of basic tasks of teachers, therefore, includes:
- Creation of conditions for self-realization of children.
- Assimilation of productive skills and knowledge.
- Developing the desire to replenish your base throughout life.
Recommendations
To implement the above tasks, you should be guided by some rules:
- First of all, the teacher must understand that the main thing in his activity is not the subject, but the personality that is formed with his participation.
- One should not spare time and effort to bring up activity. It is necessary to help children in mastering the most productive methods of educational and cognitive activity.
- To develop the thought process, the question "Why?" should be used more often. Understanding the cause and effect relationship isas an essential condition for effective work.
- Developing creativity through comprehensive problem analysis.
- When solving cognitive problems, several methods should be used.
- Students need to understand the perspectives of their learning. In this regard, they often need to explain the consequences of certain actions, the results that they will bring.
- For a better assimilation of the knowledge system, it is advisable to use plans and schemes.
- In the course of the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the solution of educational tasks, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge in them. For a better understanding of individual characteristics, it is advisable to talk with parents and other teachers.
- It is necessary to take into account the life experience of each child, his interests, the specifics of development. The school should work closely with the family.
- Children's research should be encouraged. It is necessary to find an opportunity to introduce students to the technique of experimental activity, algorithms that are used in solving problems or processing information from various sources.
- Children should be taught that there is a place for every person in life if he masters everything that will contribute to the realization of his plans in the future.
- You need to teach in such a way that every child understands that knowledge is a vital need for him.
All these rules andrecommendations are only a small part of the teaching wisdom and skill, the experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a faster achievement of the goals of education, which consist in the formation and development of the individual. Undoubtedly, all these rules must be adapted to modern conditions. The rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning their activities, the teacher should take this into account. Subject to this condition, his activity will bring the expected result.
