Abstract
The formation of global competences for learners at all levels of professional engineering and mining education as the basis for the successful career and social life has become increasingly urgent in modern fast-changing world. The solution to this problem involves several aspects: first, identification and description of the basic elements and the structure of the global competences within the competency-based approach; second, the interpretation of global competences and their components taking into account convergent and divergent global processes in all spheres of human activity. Third, the development of tools to facilitate the reform of education, to ensure the quality improvement of the educational process, procedures, evaluation of results and ensuring the growth of quality indicators of the results of education.
Highlights
Modern society as never before is exposed to new global trends and constant economic, cultural, technological and environmental changes that are part of the globalization process
Increasing global interdependence requires a generation of professionals who will be able to participate in the tackling of global problems and be active in the society contributing to sustainable development
We’ve met the term "global competence” in Russian education in connection with the participation in the PISA project (Program for International Student Assessment), which monitors the quality of high school students general education
Summary
Modern society as never before is exposed to new global trends and constant economic, cultural, technological and environmental changes that are part of the globalization process. Increasing global interdependence requires a generation of professionals who will be able to participate in the tackling of global problems and be active in the society contributing to sustainable development. We’ve met the term "global competence” in Russian education in connection with the participation in the PISA project (Program for International Student Assessment), which monitors the quality of high school students general education. Global competence within the PISA assessment project is understood as "the ability to critically examine different perspectives and problems of a global nature of intercultural interaction; understand how cultural, religious, political, racial or other differences can affect perception, judgment and views of people; engage in an open, respectful and effective interaction with others on the basis of shared respect» [1]. Vocational education at any level is the main source of learning about the world for a new generation of learners [1]
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