execution, pointing to the deep and superficial structure of human behaviour . At the
same time the scientist insists that the analogue of the superficial structure are the
norms without understanding which are implicitly expressed and understood as rules
and regulations without cognitive and linguistic mechanisms, without understanding
the meaning. In contrast, deep processes that determine social competence can
significantly affect the entire social behaviour of people because they are closely linked
with the realization of the essence of social reality.
The meaning of the conclusions of these recognized scholars was reduced to the
fact that any knowledge that acquires social value is social knowledge, since it reflects
the relevant context of the human life's world. But the essence of knowledge as a social
phenomenon is to select from a large number of cognitive, mental, emotional and
activity processes of what is for the thinking individual a part of the truth. This means
that scientists when defining the concept of social competence in the sense of “social
knowledge” understood its essence as a fundamentally excellent educational outcome
that is the ability to constructively use of information gained during training, skills and
abilities for benefit.
However, as it is shown by the analysis of foreign literature, the concept
“competence” was significantly updated at the end of 1990-s of the twentieth century
having received a number of new definitions and in this regard acquiring new semantic
meanings as a new pedagogical category. Some events were for this reason that led to
the emergence of new strategies in the educational policy of European countries and
made new adjustments to the development of the world and European educational
space [9].
Thus, in Berne, on March 27-30, 1996, under the Council of Europe's program
“Key Competences for Europe” the concept “key competencies” was made for
discussion that was coherent with the fundamental goal of education formulated by
UNESCO: to learn to acquire knowledge (learn to study) ; work and earn (training for
work); live (learning for a healthy, interesting, decent life), life together (learning for
common life) [4].
Within the framework of this concept reflected in J. Delor's report “Education: The
Hidden Treasure” as a member of the International Commission on Education for the
21st Century the key competencies are associated with the formation of the morality
and spirituality of the individual, his creative development, through mastering culture
and values, among which the concepts of “freedom” and “responsibility”,
“communication” and “self-determination” become dominant. It is in this semantic
context that the head of the Department of Education, Culture and Sport of the Council
of Europe, M. Stoartford, formulated the general competences that “young people of
Europe” must “equip” their new content of education. Among them were the following:
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