Abstract
Contradictions and difficulties connected with introduction of the educational standards based on the competence approach in educational process of the higher school are considered. The systemic foundations of the crisis of modern pedagogy in education, training and development are revealed, the impossibility of measuring the orientation, social experience and cognitive processes of the individual in the competence paradigm is shown. A formalized model of presentation and evaluation of professional competencies developed during the accreditation examination is proposed.
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