- political and social competences such as the ability to take responsibility,
participate in joint decision-making, regulate conflicts by force, participate in
functioning and improvement of democratic institutions;
- intercultural competencies (worship of each other, the ability to live with people
of other cultures, languages, religions) concerning the life of a modern person in a
multicultural society which means that education must prevent the emergence of racism
or xenophobia (hostility to all foreign: lifestyle, ideas, worldview ), to prevent the spread
of “climate” of intolerance;
- communicative competences (mastering a native language and several foreign
languages) concerning the possession of oral and written interaction which are
important in work and in public life the importance of which is increasing;
- information and technology competencies (mastering of new technologies,
understanding of the ways of their application, their strengths and weaknesses, the
ability to critically treat information and advertising disseminated by media channels)
associated with the emergence of the information society;
- professional competence, which is based on the ability to study throughout life
and creates the basis for the continuous training of a person in a professional manner
[2].
Analyzing the list of competences proposed by the Council of Europe in the
general report of V. Hutmacher it was noted that the very concept “competence”
incorporating such concepts as skills, competence, ability, skill, etc. is still not well
defined. However, the speaker drew attention to the fact that all researchers agree that
the concept “competence” is closer to the conceptual field “know how” than to the field
“know what”. Taking into account the above we come to the conclusion that under the
key competences we need to understand the most versatile in nature and degree of
application. Their formation is carried out within each subject since they are over-
objects. When determining the list of key competencies it is advisable to take into
account two criteria:
- the composition of key competences proposed by the Council of Europe;
- the definition of competencies not only as a set of knowledge, skills and abilities
as well as the corresponding social and individual qualities of personality which are
necessary for the successful provision of a certain sphere of his/her life and activities
[5].
As a logical consequence, in the aforementioned context, the question of changing
the socio-cultural status, functions and new tasks of not only the secondary school,
primarily the higher education institution which in the new millennium becomes a
resource of one of the main producers and distributors of scientific knowledge was
substantially updated. As a result, M. Stoart notes [2] that global trends in the
development of information civilization put forward new, more and more high
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