“Competence” is a word that is used, perhaps not so often, but sometimes it still slips in certain conversations. Most people perceive its meaning a little blurry, confusing with competence and using it out of place. At the same time, its exact meaning can serve as a weighty argument in the debate and debate, 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 means a set of rights and powers (refers to an official). The latter comes down to the term "professional competence". It is somewhat stricter than the first. But this definition is much more suited to the essence of the real question of what are competencies, since the first option has many synonyms and is not so narrowly defined.
Competence and related terms
There are two approaches to the interpretation of the terms competence and competency:
- identification;
- differentiation.
Competence, roughly speaking, is the possession of any competence. In accordance with how widely the last term is considered, and their relationship with the first concept is interpreted. Incidentally, he is described as characterizing the quality of an individual, his ability. Competence is interpreted differently - it is, first of all, the totality.
Structuring
Competence is an integral result of the interaction of the following elements of its structure:
- Target. Defining personal goals, drawing up specific plans, building project models, as well as actions and deeds in order to achieve the desired result. The relationship of goals and personal meanings is assumed.
- Motivational. True interest and sincere curiosity in the work in which the person is competent, the presence of his own reasons to solve each emerging task associated with this activity.
- Orientational. Consideration in the process of work of external prerequisites (understanding the base of one’s work, experience in it) and internal (subjective experience, interdisciplinary knowledge, methods of activity, specific features of psychology and so on). Adequate assessment of reality and yourself - your strengths and weaknesses.
- Functional. The presence of the ability not only to have, but also to use in practice the acquired knowledge, skills, methods and methods of activity. Awareness of information literacy as a basis for the formation of their own development, innovation of ideas and opportunities. Lack of fear of complex conclusions and decisions, the choice of non-standard methods.
- Control. There are limits to measuring the course and conclusions of activities. Moving forward - that is, improving ideas and securing the right and effective ways and methods. The ratio of actions and goals.
- Evaluating. The principle of the three "self": analysis, evaluation, control. Assessing the position, necessity and effectiveness of knowledge, skills or the chosen way to act.
Each of the elements can influence all the others with its behavior and is a significant factor for the concept of “formation of competencies”.
Categorization
The terminology made it clear what competencies are in a general sense. More specifically, it is divided into three broad categories:
- self-management;
- leadership of others;
- organization management.
Each of the categories contains a number of species. There are twenty of them.
Competencies can also be divided according to another principle: for example, based on who owns them. These types will affect professions, organizations, and social groups.
Consider the following:
- The competence of the teacher. The essence of professional and pedagogical competence.
- Competencies of students. Defining a limited set of knowledge and skills.
Why were these chosen?
Relevance
The relationship between teacher and student is an intricate structure made up of many elements. Lack of competence in matters of one entails a similar problem for the other. As for what 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 competencies of students, or rather, their number, should be strictly limited. Therefore, the most important were selected. Their second name is core competencies.
The Europeans compiled their list approximately, without specification. It has six points. The student must:
- learn - as the main action;
- to think - as an engine of development;
- to search - as a motivational layer;
- cooperate - as a communication process;
- adapt - as social improvement;
- getting down to business - as the implementation of all of the above.
Domestic scientists reacted to the matter more responsibly. Here are the core competencies of students (seven in total):
- The ability to learn. It suggests that a student who is able to learn independently will be able to apply the same skills of independence in work, creativity, development, life. This competency provides students with a choice of learning objectives or awareness and acceptance of the goal chosen by the teacher. It also includes the planning and organization of labor, the selection and search for special knowledge, the presence of self-control skills.
- General cultural. The development of personal self-perception of himself in general and in society, spiritual development, analysis of national and interethnic culture, the presence and use of language skills, self-education in oneself of moral and sociocultural common values, focus on tolerant intercultural interaction.
- Civil. This competency includes the ability to navigate in socio-political life, that is, to be aware of oneself as a member of society, the state, and also social groups. Analysis of current events and interaction with society and public authorities. Respect the interests of others, respect them, act in accordance with the relevant legislation of a particular country.
- Entrepreneurial. It involves not only the presence, but also the implementation of abilities. These include, among others, the correlation of the desired and the actual, organization of activities, analysis of opportunities, preparation of plans and presentation of labor results.
- Social. Determining one’s place in the mechanisms of social institutions, interaction in social groups, matching the social role, diplomacy and the ability to compromise, responsibility for one’s actions, community.
- Information and communication. Rational use of information technology capabilities, building information models, evaluating the process and the result of technological progress.
- Health. Preservation of one’s own health (moral, physical, mental, social, etc.), as well as others, which implies basic skills that contribute to the development and maintenance of each of the above types of health.
Key qualifications (basic skills)
European countries synonymous the meaning of the words “qualifications” and “competencies”. Key competencies are also called basic skills. They, in turn, are determined by those personal and interpersonal qualities that are expressed in various forms in various social and work situations.
The list of key competencies in vocational education in Europe:
- Social. The development of new solutions and their implementation, responsibility for the consequences, the balance of personal interests with workers, tolerance for intercultural and interethnic characteristics, respect and cooperation as a guarantee of healthy communication in the team.
- Communicative. Oral and written communication in various languages, including various programming languages, communication skills, communication ethics.
- Social Information. The analysis and perception of social information through the prism of critical sanity, the possession and use of information technology in various situations, the understanding of the human-computer scheme, where the first link commands the second, and not vice versa.
- Cognitive, also called personalized. 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 their actions.
Competence and qualifications
For a person of the post-Soviet space, however, it is a little strange to hear the terms given in the title as synonyms. The question of what are competencies begins to arise again and needs some refinement for a clearer definition. Domestic researchers call qualification sufficient preparation for a framework activity, in stable and limited conditions. She is considered an element of the competency structure.
But this is only the beginning of the discrepancy. Also, key competencies in various sources have different names and interpretations.
Seeer called universal knowledge key, as well as intercultural and interdisciplinary. In his opinion, it is they who help to realize the more specific skills necessary for a certain professional field of activity, and also are the basis for adaptation in non-standard and new situations and productive and productive work in any circumstances.
Professional competencies
V. I. Bidenko identified another important layer - professionally-oriented competencies.
The concept has four connecting interpretations:
- The combination of firmness and flexibility in receiving and accepting information, as well as in applying the data to solve problems in a professional environment; openness to interact with the above environment.
- Quality criteria, scope of use and relevant information used as standard design constructs.
- Effective implementation of qualities and skills conducive to productivity and effectiveness.
- The combination of experience and information that allows a person to progress in his work.
If we consider the terminology proposed by Baidenko, we come to the conclusion that professional competence is not only a skill, it is an internal predisposition to act in one's own labor field and in accordance with the requirements of the task being performed. A competent employee is ready to do this.
The competence of the teacher is one of the categories of professional, as well as covering the field of professional and pedagogical competence. About this - below.
Professional and pedagogical competence
The concept of teacher competence is an expression of the teacher’s personal capabilities, thanks to which he is able to independently independently solve the tasks posed to him by the administration of the educational institution, as well as arising during the training. This is a theory applied in practice.
Teacher skills are reduced to three main layers of abilities:
- the use of teaching methods in a real state of affairs;
- flexibility in decision making, a variety of techniques for each of the tasks;
- developing yourself as a teacher, innovating ideas and improving skills.
Depending on the ownership of these layers, there are five levels:
- The first level of competence is reproductive.
- The second is adaptive.
- The third is locally modeling.
- Fourth - system-modeling knowledge.
- Fifth - system-modeling creativity.
Competency assessment is based on the following requirements:
- focus on individual characteristics;
- comparison of previous assessments in order to identify professional growth ;
- diagnosis - should also be aimed at developing competencies, drawing up ways and plans for improvement;
- creation of motivation and opportunities for introspection, self-esteem.
Competency assessment relies on the following criteria:
- knowledge of the subject;
- innovation;
- attitude to work;
- knowledge of psychological and pedagogical bases;
- the ability to draw up curricula;
- effectiveness of curricula;
- pedagogical tact;
- attitude towards students;
- application of an individual approach to work;
- student motivation;
- developing students' scientific thinking skills;
- the development of students' creative thinking;
- ability to arouse interest in the subject;
- competencies in the lesson - types of work and activities;
- correct speech;
- Feedback;
- paperwork;
- self-education, self-improvement of personality and skills in substantive activities;
- extracurricular work:
- communication with parents, colleagues, administration.
Competence of higher organizations
Those instances that themselves determine the management of the competencies of lower ranks are interesting for consideration. What qualifications should they have?
Competence of authority:
- policy implementation (internal and external);
- control of the socio-economic sphere;
- management of competencies of lower authorities, ensuring the effective operation of a single structure;
- ability to maintain the integrity of the connecting elements;
- the formation of special programs appropriate to emerging problems, the 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 based on their level. For example, the International Court of Justice can only deal with cases between states, while the arbitral tribunal is subject to economic cases. The competencies of such organizations are determined by their charter, as well as set forth in the Constitution.
Competencies of entrepreneurial organizations, firms, etc.
Key competencies of the company are the basis for its strategic development, aimed at improving activities and making profits. The availability of sufficient qualifications allows the organization not only to stay afloat, but also to progress to the next level. Key competency should be closely related to the activities of the company. So it allows you to bring the most benefit.
Competencies of the organization on the example of a business company in the field of trade:
- knowledge of the sphere of activity (market) and constant updating of this knowledge;
- the ability to analyze acquired knowledge and implement the right decisions for the benefit of the company;
- ability to constantly move forward.
Conclusion
The concept of competencies borders on two more terms: competency, the framework of which is somewhat blurred, and qualification. The first may be somewhat confused with the original, due to lexical features and etymology, and the relationship with it is determined from the choice of the term competence. Qualification is somewhat more complicated: in the European community, concepts are identified, while Russian science has secretly agreed to more than differentiate them. Because of this, it is not as clear as we would like, the situation with the designation of key competencies.