Standardization of vocational education on the basis of competency approach

Abstract

The article summarizes some aspects of competence approach in vocational education, substantiates definition of of vocational education; The content, stages and results of standardization of vocational education are defined. There are four interrelated, successive stages of achieving appropriate levels of quality of training specialists. The theoretical search found that if standardization of vocational education should be considered not only as the procedure for development and approval of standard, but also as an officially established procedure for implementation of its provisions and adhere to requirements for competent training of graduates at stages of goal-setting, selection and structuring of content of education, mastering students, students competencies, assessing competency achievements of students, students and graduates (in particular, independent), then there is a possibility to substantially increase quality of functioning of vocational education, in particular, professional advance. An experimental study was conducted to find out actual state of training of junior college and technical colleges in agrarian, construction and engineering sectors. The study found that 61.3% of teachers regularly use educational qualifications, a training program for a junior specialist in development of educational documents; 23,3% only when preparing a working curriculum; 9.1% - use these documents extremely rarely; 6.3% of teachers of colleges and colleges do not use at all. The study of level of readiness for standardization of vocational education demonstrated following tendency: high level of readiness for standardization of education on a competent basis was only 10.8% in agrarian educational institutions, 17.5% in machine-building and 48% in colleges and technical schools in construction industry. It is concluded that current state of training of junior specialists in agrarian, construction and engineering sectors is characterized by a system of organizational destructive factors that determine urgent need to develop a set of measures to rationalize standardization of education