SCOPE OF APPLICABILITY OF THE COMPETENCE APPROACH IN EDUCATION
Abstract
The article considers the natural obstacles to the implementation of the competence approach in Russian higher education. They are caused by extrasystemic (regardless of pedagogy) genesis of the concept of «competence », which is rather cost estimation category in the labor market and is not a constructive parameter, at least in the intermediate stages of mid-term assessment in higher education institution. An attempt to use Western descriptors (in the framework of the «Bologna obligations») in Russia proved to be inefficient due to the significant disparities in education systems, which have different civilizational roots. From a pedagogical point of view the recurrent (as in the experiments of the 1920s) mixing of the «activity» and «learning » is a didactic nihilism, and not «a competence paradigm ». The scope of applicability of the competence-based approach in domestic conditions should be limited to a few specializations with a strong «executive » specifics, but for the most educational profiles should not go beyond the final certification and the previous work experience or internship.
Keywords
Болонский процесс,
компетентностный подход,
компетенции как рыночная категория,
цивилизационные особенности российского образования,
промежуточные аттестации в вузе,
Bologna obligations,
competence approach,
competence as a market category,
civilizational features of Russian education,
mid-term assessment
References
1. McClelland, D.C. (1973). Testing for Competence Rather Than for «Intelligence». American Psychologist. 1973. Vol. 28, pp. 1L14.
2. Sadovnichii, V.A. (2002). [Higher School of Russia: Traditions and Modernity: A Report at the VII Congress of the Russian Rectors’ Union]. Alma mater: Vestnik vysshey shkoly [Alma Mater: High School Gerald]. No. 12, pp.7L13. (In Russ., abstract in Eng.)
3. Blinov, V.I., Vinenko, V.G., Sergeev, I.S. (2013). Metodika prepodavaniya v vysshey shkole [Methodics of Teaching in Higher Education]. Moscow: Yurayt Publ., 315 p. (In Russ.)
4. Kayumov, O.R. (2011). [On the Question of the Appropriateness of the Dominant Competence in Teaching Mathematics]. Vestnik Eletskogo gosuniversiteta im. I.A. Bunina [Herald of Eletski State University n.a. I.A. Bunin]. Vol. 28: «Pedagogy» series, pp. 4L10. (In Russ.)
5. Donskikh, O.A. (2013). [The Case of the Competence Approach]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 5, pp. 36L45. (In Russ., abstract in Eng.)
6. Zimnyaya, I.A. (2006). [Competence Approach. What is its Place in the System of Modern Approaches to the Problems of Education? (Theoretical and Methodological Approach)]. Vysshee obrazovanie segodnya [Higher Education Today]. No. 8, pp.21L26. (In Russ., abstract in Eng.)
7. Kolyagin, Yu.M. (2001). Russkaya shkola i matematicheskoe obrazovanie: nasha gordost i nasha bol’ [Russian School and Mathematics Education: Our Pride and Our Pain]. Moscow: Prosveshchenie Publ., 318 p. (In Russ.)
Review
Views:
525
Email this article 