certain qualities of the individual as a future professional specialist, necessary for him
at this stage of development, in line with the needs of modern society. At the same time
the structuring of the system of competence of a general and professional nature,
although giving a holistic, but not detailed picture of the alleged development of the
personality of a specialist during his lifetime. It is partly vague, and some definitions
are duplicated or superimposed on each other. This, above all, can be explained by the
complexity of the phenomena described and the imperfection of the very conceptual
apparatus of their research.
CONCLUSION
Thus, summing up the aforementioned, it is right to conclude that despite the lack
of a unified view of foreign scholars on the definition of key concepts of competence
approach as a new didactic paradigm they are actively involved in the theory and
practice of the foreign system of organizing the process of studying in higher education
institutions, significantly affecting their functioning especially during recent years. It is
also significant that, in the context of the Bologna process, the approach to the outcome
of higher education as a possible basis for the formation of a common understanding of
the content of competences, qualifications and degrees became determinative.
Confirmation of this is supported by the fact that in one of the most well-known
programs involving universities of all EU countries, namely the project “Adjustment of
Educational Structures”, the priority direction of joint efforts is to determine the general
and special competences of graduates of the first and second cycles (levels) training
which refers to the academic degrees of bachelor and master [1].
It is clear that the transition of national education systems to programs of two
levels of qualifications in higher education (bachelor - master) is caused by a number
of reasons. First, the labour market requires staff with diverse qualification levels.
Secondly, society is not able to finance the simultaneous presence in high school of an
increasing mass of students in programs of one level of education lasting 5-6 years.
Thirdly, the conversion of a bachelor's degree with a duration of 3-4 years to a higher
educational qualification level for the labour market (80% of specialists) makes it
possible to build the next level of education according to the principles: consciousness
and activity (the return to education after practical activity is well understood by the
applicant which clearly defined the purpose of education on a new level); the unity of
theoretical and practical training (the content of education is well connected with the
following practical activities); professional orientation and personalization (in the
process of education, it is possible to solve specific professional or scientific tasks,
etc.).
Consequently, the main directions of the development of modern higher education
on the basis of a competent approach based on the principles of science, humanism,
- 365 -