Keyword: «competence»

Communicative competence is one of the most important personal features. The article presents its value for individuals and different ways of its forming in accordance to the present socio-cultural environment. The author is sure that future teachers’ readiness for the effective dialogue of cultures is the most important issue in the communicative competence developing.

The quality of education and its evaluation is one of the urgent problems of higher education, as the problem of reducing the quality of education today affects the education system as a whole. The introduced federal state educational standards of higher education, in the section "Evaluation of the quality of basic educational programs learning", contain requirements that employers should be given the opportunity to evaluate the content, organization and quality of the educational process as a whole. Because of this, the research of the labor market in terms of the demand for key competences of graduates and young specialists who come to work immediately after graduation from higher education institution is rather relevant. The purpose of this article is to analyze the most popular expectations of the labor market in rural areas of the South of Russia regarding University graduates – young specialists in various fields of agriculture. The main method of research is a sociological study (questionnaire), an additional method is an interview. Quantitative processing of the received data was made with the help of Excel program in relative (percent) and arithmetic mean values (average score). The sampling method (quota sampling method, taking into account the profile of training/specialty) provides the necessary level of representativeness of the study results. The article considers the leading theoretical approaches to the study of competence-based approach issues in education, evaluation of the quality of educational work, as well as various criteria for evaluating the effectiveness of higher education institutions proposed by the world's leading rating systems available in the foreign and domestic pedagogical literature of recent years. On the basis of the results of the theoretical review of the literature, it is possible to make conclusions about the problems in the sphere of graduates’ training, manifested in the lack of a number of universal core competences formation and non-cognitive "soft" skills. It is shown that monitoring the quality of teaching at the University on the basis of feedback from employers is important for the effective management of the educational process, as it allows us to identify more clearly the strong points of this process and the areas for its improvement. The results of the study showed that there are no uniform universal requirements for graduates training among employers. The ideal graduate – a young specialist from the point of view of the employer may be described as a ready professional with project thinking and capable of using the full range of information technologies. However, employers in general, taking as a fact the lack of some competences and professional experience, and in particular – a significant lack of practical training of graduates, expressed a desire to see among young specialists a wish for career making and professional development, the ability to work in a team, make management decisions, bear responsibility for them, as well as to have physical and mental health, psychological stability, high cultural level. The theoretical and practical significance of the study is in the development of diagnostic methods and questionnaires for monitoring the quality of education, as well as practical recommendations for the correction of educational work in the engineering University.

The article is devoted to the issues of competence-based approach and the impact of competencies on the development of personality, skills and abilities, students on the example of practical work in the study of the discipline "Intellectual systems and technologies."

This article describes the principles and contents of multilevel education based on the competence approach. Structural element of competence an individual style of educational and professional activities as a product of self-development of the learner. It allows to speak about a new research paradigm of student youth as a major indicator of the level of readiness for professional activity.

The requirements for the training of vocational education teachers are increasing every year. To date, the role of the implementation of modern pedagogical technologies in higher pedagogical educational institutions has increased. Technological competence has become an integral part of teacher training. One of the best ways to form technological competence is practice, since the formation of a vocational education teacher occurs only in activities, during the implementation of certain operations by students. The relevance of the article is due to the need to form technological competence among students of a pedagogical university to satisfy the needs of the state and society in highly qualified specialists. The purpose of the article is to establish a system for the formation of technological competence of a teacher of vocational training at a university during educational practice. In the process of internships, students analyze classes in vocational educational organizations, study educational and design activities in vocational educational organizations, study and implement personality-oriented and vocationally-oriented teaching technologies and techniques, highlight the problems of vocational education in the field of vocational, social – educational, training and production activities. As a methodological basis for working towards the formation of technological competence, the concept of professional formation of the personality is used, according to which the core of professional formation is the development of the personality in the process of training, mastering the profession and performing professional activities. The study is based on such theoretical and methodological approaches as: systemic, personality-oriented and activity-based approaches. In the course of our work, we established a system for the formation of the technological competence of a teacher and determined that practice is one of the most significant components of the professional training of any specialist. It allows the student to put into practice the existing knowledge and experience in professional activities.