COMPETENCE-BASED APPROACH IN THE PROFESSIONAL TRAINING AS A TREND OF MODERN EUROPEAN EDUCATION

Abstract

The article substantiates the conditions and tasks for the implementation of the competence-based approach in the vocational training in the European educational space. Methods of scientific research applied: analysis of scientific literature and documentary sources − to determine the scientific and theoretical basis of the competency approach as a trend; theoretical generalization, systematization of research − to justify the conditions for the implementation of the competence approach in educational activities; grouping − to structure the reasons for the need to modernize education; prognostic − to identify pedagogical conditions for the development of key competencies. The main provisions of European level documents on the skills and key competencies of a competitive specialist for the modern labor market are identified. The key competencies characterized include: creativity, communication, critical thinking, curiosity, metacognition; digital literacy, IT skills, technology skills; basic reading, media, information, financial, scientific, mathematical literacy; intercultural communication skills, leadership skills, global awareness; initiative, independence, perseverance, responsibility, adaptability; subject knowledge, engineering and innovative thinking and understanding of natural sciences. It is revealed that the reform of European education is aimed at the systematic transformation of pedagogical practices and assessment of learning outcomes, the structuring of disciplinary knowledge and ensuring the sustainability of the core curriculum, providing opportunities for flexible operational adjustments against a changing world. The general directions of realization of tasks of the competence approach are defined: development of programs of preparation of applicants for work, education, life after graduation based on the formation of professional and "general" skills, abilities to apply knowledge; purposeful development of educational initiatives: expanding opportunities for internships, practical training in projects and gaining experience in local associations and communities; acquisition of skills of independent work with digital resources; providing entrepreneurial opportunities in formal and non-formal education; ensuring digital literacy; extensive use of blended learning technology, consideration of automated learning opportunities; directing the attention of the public and managers to the development and maintenance of communication and cooperation skills; in-depth analysis of data on the success of students in the social and cultural context to develop a policy of equal educational opportunities; aligning the teacher training and professional development program with the skills required by the 21st century society.