The problem of key competences development of the future higher education institutions graduates

Abstract

The article explores a number of key competences of the future higher education institutions graduates, the ways of enhancing professional competence of the future graduate's personality in order to accomplish the tasks of education effectively at the present stage of its development on the basis of pedagogy of cooperation. Because of the subject specificity that characterizes the complex of professional key competences, no common list of them can exist. Within the framework of various professional associations, international projects, national quality assurance agencies, a number of internationally recognized lists of specific industries / specialties (subject areas) have been developed, which can be used in the process of creating national standards. It has been determined that a competent approach implies a focus on the result of education, that is, the formation and development of students’ ability to act practically, applying the experience gained in specific situations. The concept of «professional competence» is considered a component of professionalism. The term «professional competence» consists of two categories «profession» and «competence». A profession is a type of labor activity of a person who possesses a complex of theoretical knowledge and practical skills acquired as a result of special training and work experience. The concept of "competence" is awareness, authority, qualification, erudition of a person in a certain area of work. The problem of professional competence formation and personality development is the focus of attention of psychologists and educators and has acquired the status of a principle, which is one of the most important methodological principles in science. Analyzing contemporary philosophical, sociological, psychological and pedagogical views, the category of competence can be defined as a process of natural change,

including qualitative and quantitative transformation. Achieving learning goals is related to the development of key competences, which in turn form the competence of the teacher. Key competences represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal development, inclusion and employment. The types of competences that the future graduates of higher education institutions possess in the studying process are characterized. Nowadays, it is generally accepted to split competences into two main groups: subject-specific (professional) competences and general competences. У статті досліджено низку ключових компетентностей майбутніхв ипускників закладів вищої освіти, способи підвищення професійноїк омпетентності особистості майбутнього випускника з метою ефективноїр еалізації завдань освіти на сучасному етапі її розвитку назасадахп едагогіки співробітництва. Визначено, що компетентнісний підхід передбачає спрямованістьн а результат освіти, тобто формування і розвиток у студентів здатностіп рактично діяти, застосовуючи набутий досвід у конкретних ситуаціях. Охарактеризовано види компетентностей, які опановують майбутнів ипускники закладів вищої освіти у процесі навчання. На сьогодніз агальноприйнятим є поділ компетентностей на дві головні групи: предметно-спеціальні (фахові) компетентності та загальні компетентності.