relation to different lifestyles of others; readiness to allow other people to make
independent decisions; ability to work together to achieve common goals; readiness to
engage in organizational and social planning; ability to encourage other people to work
together in order to achieve the goal; ability to work effectively as a subordinate; ability
to resolve conflicts and mitigate differences; relation to the rules as indicators of
desirable behaviors; setting for mutual gain and latitude of prospects; understanding
pluralistic policy. Consequently this group of competencies is a reflection of the
inevitable interaction of the individual with other individuals in the community in the
process of any activity. It is impossible to deny their influence, and any person faces the
need to study the characteristics of the organization not only his/her own, but also joint
activities. The author points out the importance of accepting the views of others and
tolerance.
The third group reflects the process of activity itself and is represented by the
following necessary competencies: readiness and ability to study independently; use of
resources; search and use of feedback; readiness to work on something controversial
and anxious; knowledge of how to use innovation; readiness to use new ideas and
innovations to achieve the goal; readiness to solve complex issues; tendency to control
activities. In this context we agree that J. Raven [5] emphasizes the individual's ability
to further study in order to apply the knowledge gained within the framework of the
presented innovations. The key to achieve this goal is the ability to study, use and apply
innovations. Knowledge must be the basis for the further development of both the
individual, self-development, and society. Here it becomes obvious the need for the
development of educational competence for the formation professional competence.
As we see attention is drawn to the widespread use in various categories of
competences: “readiness”, “ability”, fixing such psychological qualities as
“responsibility” and “confidence”. As a logical consequence, according to J. Raven [5],
a great extra-professional superstructure demands for a modern specialist grows above
his own professional-technological training. Because of this growing requirements for
a specialist, the demand for a complex of his motives, abilities, abilities and qualities
that he can use in the work, in the opinion of the author, led to the need for the
emergence of a new pedagogical concept containing these components - “competence”.
It is the competence that, according to many international experts, is the indicators that
makes it possible to determine the readiness of the graduate for life, his further personal
development and active participation in society, since now it is important not only to be
able to use his own knowledge but also to be prepared to change and adapt to the new
needs of the labour market, operate and manage information, act actively, make quick
decisions, and learn throughout their lives.
In general, the analysis of foreign European competence models of professionals
shows that they essentially distinguish the following varieties of key competencies:
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