instrumental which contains basically basic abilities, basic general knowledge and
special knowledge in the profession; interpersonal describing readiness for social
interaction, ability to work in a group, ability to self-critique, adherence to ethical
values, tolerance; systems that reflect the ability to systematically apply the knowledge
gained in practice, research, generate new ideas, adapt to new situations, etc.; special
characterizing the possession of the subject field at a certain level.
According to contemporary foreign educators [6] the very acquisition of vital
competencies can give a person the opportunity to orient in modern society, information
space, the rapid development of the labour market, and further education. Because of
this they mostly tend to agree that a competently oriented approach to the formation of
the content of education is a new conceptual guide of secondary and higher schools of
foreign countries, despite the fact that it generates many discussions at both the
international and national levels of different countries which concern awareness the
very concept of competence, understanding which competence and how it is necessary
to form, what should be the result of learning. This is due to the fact that in foreign
sources there is an expanded system of definition of the concepts “competence” and
“competency” the variability of their interpretations.
In particular, experts from the DeSeCo program define the concept “competency”
as the ability to successfully meet individual and social needs, act and perform the
tasks. Each competence is built on a combination of mutually relevant cognitive
attitudes and practical skills, values, emotions, behavioural components, knowledge
and skills all that can be mobilized for active action [2]. However, they emphasize that
competence is a specially structured (organized) set of knowledge, skills, and attitudes
that are acquired in the learning process which helps the subject to learn to find the
right solutions in specific situations (educational, life, professional ) and allow him to
identify, i.e. identify and solve, regardless of the context (from the situation), problems
specific to a particular field of activity. And since the assimilation of any knowledge,
skills and abilities, consists of concrete actions, operations, then thinking about their
implementation, aware of the need for them and assessing their importance for
themselves or for society, the subject thus develops competence in one or another life
spheres. If the sphere of life in which a person feels himself capable of effectively
functioning (that is competent) is wide enough, it is about so-called “key” or vital
competencies. If competency extends to the narrower scope, for example, within a
certain discipline, then one can speak of subject or branch competence.
The overwhelming majority of European scholars believe that the acquisition of
knowledge, skills and abilities by young people is aimed at improving their competence,
contributes to the intellectual and cultural development of the individual, the formation
of the ability to respond quickly to the demands of time. Therefore, on the basis of key
competencies innovative educational programs are being developed in order to create
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