Most of the researchers studying the concept of competencies and their types note their multilateral, systemic and diverse nature. Moreover, 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 development of competencies 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 defines basic categories. In particular, differences between competence and competence are indicated. The first is a complex of certain knowledge, skills and abilities in which a person is knowledgeable and has practical experience. Competency refers to the ability to actively use the acquired professional and personal knowledge in the course of their activities.
Relevance of the issue
It should be said that at present there is no single semantic space for defining “key competencies”. Moreover, in various sources they are called differently. Highlighting the types of key competencies in education, researchers discover the fuzziness and non-rigidity 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.
- Mathematical.
- Informational.
- Productive.
- Autonomization.
- Moral.
- Social.
Class intersection (laxity) 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 the others, and so on. Thus, these types of competencies cannot be distinguished as separate. Intersecting values are also found in the classification of A.V. Khutorsky. It defines the following types of competencies:
- Educational and cognitive.
- Value-semantic.
- Social and labor.
- Communicative.
- General cultural.
- Personal.
- Informational.
Different authors can meet from 3 to 140 competencies. In 1996, a rough list of basic categories was formulated at a symposium in Bern. It includes the following types of competencies:
- Social and political.
- Intercultural. They allow you to coexist with people of a different religion or culture.
- Determining the ability to learn throughout life.
- Related to the possession of written and oral communication.
Domestic classification
According to experts, the most comprehensive types of professional competencies are determined by I. A. Zimnaya. Its classification is based on the category of activity. Winter distinguishes the following types of professional competencies:
- Relating to a person as a person, as a subject of communication, activity.
- Concerning the social interaction of people and the environment.
- Directly related to human activities.
Each group provides its own types of core competencies. So, the following categories are included in the first:
- Health saving.
- Value-semantic orientation in the world.
- Citizenship.
- Integration.
- Subject and personal reflection.
- Self-development.
- Self-regulation.
- Professional Development.
- Speech and language development.
- Meaning of life.
- Mastery of the native language culture.
In the second group, the main types of competencies include skills:
- Communication.
- Social interaction.
The last block includes competencies:
- Activities.
- Information technologies.
- Cognitive.
Structural elements
If we analyze the types of competencies highlighted by the authors in education, it is quite difficult to detect 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 field of activity, competence includes the following components:
- Cognitive.
- Motivational.
- Axiological (value relationships, personality orientation).
- Practical (skills, abilities, experience, abilities).
- Emotionally strong-willed. In this case, competence is considered as a competency potential. It can be implemented in a specific field of activity and should become effective when using self-regulation and self-organization mechanisms.
Important point
Types of teacher competencies, according to some researchers, should include two basic elements. The first is the socio-psychological aspect. It involves the desire and willingness to coexist in harmony with others and oneself. The second element is professional. It provides for the willingness and desire to work in a specific 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 first relate to graduates of all universities. The second are important for a particular specialty.
Competencies (types in pedagogy)
For future specialists, a system consisting of 4 blocks has been developed. In each of them the types of professional competencies of the teacher are defined:
- General socio-psychological.
- Special professional.
- Special socio-psychological.
- General professional.
The latter is defined as basic skills, knowledge, abilities, skills and readiness for their actualization within the group of specialties. This block may include such types of student competencies as:
- Administrative and administrative.
- Research.
- Production.
- Design and construction.
- Pedagogical.
A special category assumes the level and type of training of the graduate, the presence of the aspiration and readiness necessary for the implementation of a specific 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 backdrop 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 willingness to independently develop, learn, improve, etc.).
- Information (possession of existing technologies, the ability to use them, knowledge of a foreign language, etc.).
- Environmental (knowledge of the laws of development of nature and society, etc.).
- Valueological (the desire and willingness to monitor their health).
Special socio-psychological competencies require the presence of skills to mobilize important, from a professional point of view, qualities that ensure the productivity of direct work.
Basic skills
Types of competencies of students 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-government;
- communications;
- social and civil;
- entrepreneurial;
- managerial;
- analytic.
The base unit also includes:
- psychomotor skills;
- cognitive abilities;
- general labor qualities;
- social abilities;
- individually oriented skills.
Here are present:
- personal and sensorimotor qualifications;
- social and professional skills;
- multivalent competence;
- special cognitive abilities , etc.
Characteristics
Analyzing the skills mentioned above, it can be noted that the basic types of competencies in education are consistent with them. So, the social block consists of the ability to take responsibility, jointly work out decisions and participate in their implementation. To social competencies include tolerance to various religions and ethnic cultures, the manifestation of the conjugation of individual interests with the needs of society and enterprise. The cognitive block includes readiness to increase the level of knowledge, the need to implement and actualize personal experience, the need to learn new information and acquire new skills, and the ability to improve oneself.
Competency Development Levels
The characterization of behavioral indicators is undoubtedly of great importance in assessing the subject's skills. 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 at the appropriate level. In the classic version, for each competency, 5 levels are provided:
- Leadership - A.
- Strong - V.
- Basic - S.
- Not enough - D.
- Poor - E.
The final degree shows that the subject does not possess 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. An insufficient degree reflects a partial manifestation of skills. The subject seeks, tries to use 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 inherent in this competency. The basic degree is considered optimal for the implementation of effective activities. A strong level of competency development is necessary for middle management. He suggests a very well-formed skills. A subject possessing complex skills can have an active impact on 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 skills formation is necessary for top managers. Leadership is required for decision makers. This step assumes that the subject is not only able to independently apply the necessary skills, but can also form appropriate opportunities for others. A person with a leadership level of development of competencies, organizes events, formulates rules, norms, order, contributing to the manifestation of skills and abilities.
Terms of sale
For the effective use of competencies, they must have a number of mandatory features. In particular, they should be:
- Comprehensive . The list of competencies should cover all elements of the activity.
- Discrete . A specific competency must correspond to a specific activity, clearly separate from others. When skills overlap, difficulties arise when evaluating work or subjects.
- Focused . Competencies must have clear definitions. There is no need to strive to cover as many skills as possible 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 run. If they are abstract, then the proper effect from them will not be.
- Modern . The set of competencies should be constantly reviewed and adjusted, in accordance with reality. They should take into account both current and upcoming needs of the subject, society, enterprise, state.
Formation Features
In the framework of the competency-based approach, the formation of basic skills is a direct result of pedagogical activity. These include the ability:
- Explain current phenomena, their essence, causes, relationships between them, using the appropriate knowledge.
- Learn - solve problems in the field of educational activities.
- To navigate the pressing problems of our time. These, in particular, include political, environmental, intercultural issues.
- Solve problems that are common to various types of professional and other activities.
- Orient in the spiritual sphere.
- Solve problems related to the implementation of specific social roles.
Teacher Tasks
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 techniques is quite high. Its implementation affects the achievement of competence and the acquisition of competencies. The list of basic tasks of teachers, therefore, includes:
- Formation of conditions for self-realization of children.
- The assimilation of productive skills and knowledge.
- The development of the desire to replenish its base throughout life.
Recommendations
To implement the above tasks should be guided by some rules:
- First of all, the teacher should understand that the main thing in his activity is not the subject, but the personality that is formed with his participation.
- You should not spare time and effort in fostering activity. It is necessary to help children in the development of the most productive methods of educational and cognitive activity.
- For the development of the thought process, the question "Why?" Should be used more often. Understanding the causal relationship acts as an essential condition for effective work.
- Creativity is developed through a comprehensive analysis of problems.
- When solving cognitive tasks, several methods should be used.
- Pupils must understand the perspectives of their learning. In this regard, they often need to clarify the consequences of certain actions, the results that they will bring.
- For better mastery of the knowledge system, it is advisable to use plans and schemes.
- During the educational process, it is imperative to take into account the individual characteristics of children. To facilitate the solution of educational problems, they should be conditionally combined into differentiated groups. It is advisable to include children with approximately the same knowledge. 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, and 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.
- It should be explained to the children that for each person there is a place in life if he masters everything that in the future will contribute to the realization of his plans.
- It is necessary to train so that every child understands that knowledge is a vital need for him.
All these rules and recommendations are only an insignificant part of the teaching wisdom and skill, experience of previous generations. Their use, however, greatly facilitates the process of implementing tasks and contributes to a more rapid achievement of the goals of education, consisting in the formation and development of personality. Undoubtedly, all these rules must be adapted to modern conditions. A rapidly changing life makes new demands on the quality of education, qualifications, professionalism, and personal qualities of all participants in the process. When planning his activities, the teacher should take this into account. Subject to this condition, his activities will bring the expected result.