Components Of Professional Competence Research Articles

The Use of Cloud Technologies in the Professional Training of Future Doctors

The aim of the research was to determine the effectiveness of the use of cloud technologies during the professional training of medical students. Methods. The research employed the methods of comparative analysis, survey, expert evaluation, observation, and statistical analysis. Results. The conducted research determined that the students of the experimental group had a higher level of cognitive, motivational and volitional, organizational and activity components of professional competence. It can be stated that the ability to use digital technologies for professional and personal needs is important in the era of digitalization. Students of the experimental group showed significant results after using cloud technologies such as: Pbwiki, Google Docs, Sway, Microsoft Planner, Microsoft Azure. The teachers changed their attitude towards the use of cloud technologies during classes, although most of the teachers had doubts about the proposed tools at the beginning of the study. The novelty and implementation. The academic novelty of the study was the fact that few studies have been conducted on the use of cloud technologies during the educational training of future doctors. The implementation of virtual reality in the practical classes of future doctors can be a promising direction of research.

Assessing the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life: A cross-sectional study.

To investigate the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life. A necessary component of professional competence and a prerequisite for high-quality care is ethical reasoning confidence competence. As well as, self-esteem is the subjective perception of one's own worth and significance. This was a descriptive correlational cross-sectional study design. Data was collected within a month starting from December 2022 to January 2023, and 164 nursing students were recruited from one College at a governmental university in Riyadh. Respondents completed the self-administered, online questionnaires. Measures included self-esteem, and ethical reasoning confidence questionnaires. Findings investigated via descriptive and inferential statistics as well as structured equation modeling to examine the mediating effect of self-esteem on behaviors and attitudes of the nursing students toward ethical reasoning confidence. Nursing students had a moderate perception regarding their self-esteem as well as their ethical reasoning confidence (Mean = 2.99, SD ± 0.58; and Mean = 3.57, SD ± 0.55, respectively). Data revealed that self-esteem was accounted for the prediction of 54% of positive variance of nursing students' behaviors toward ethical reasoning confidence and 78% of the variance of their attitudes toward ethical reasoning confidence. Self-esteem is a significant determinant of nursing students' behaviors and attitudes toward their ethical reasoning confidence. Further research is required to ascertain whether this approach enhances nursing students' moral decision-making, moral reasoning, practical considerations, and acquaintance with ethical concerns.

The impact of virtual learning environment on future teachers’ professional competence in lifelong learning

The study aimed to empirically test the impact of a virtual learning environment on the professional competence of future computer science teachers in lifelong learning by conducting a survey and comparing the professional competence of bachelor and master students, as well as their opinions on the impact of the virtual learning environment on future teachers’ professional competence in lifelong learning. The surveying methods were cognitive, motivational, activity-based, and value-based. A survey of students found that a virtual learning environment has the most significant impact on the activity component of professional competence, and most students are motivated to use virtual learning environments to improve their professional competence. The survey of teaching staff revealed a positive attitude towards professional development through virtual learning environments, the prevalence among students of high and sufficient levels of professional competence and digital literacy. The obtained results can be used to adjust the virtual educational process of future teachers’ professional training in the system of Ukrainian HEIs.

Development of a Model for the Professional Competence of Middle Managers in the Educational Administration Headquarters

Objective: This research aimed to develop a model for the professional competencies of middle managers in education, including general managers, their deputies, heads of centers, and their deputies. Methodology: The research method was qualitative and aimed at practical application. The research population included all academic experts in educational management, general managers, their deputies at the headquarters level of education, all related studies, research, and articles, as well as relevant documents and laws. A sample of 9 managers and 7 experts, 70 articles, books, or research, and 4 relevant documents and laws were selected through purposive sampling. Data were collected using a document review form for studies, research, articles, and regulations, as well as a semi-structured interview form. Data analysis was performed using thematic analysis and MAXQDA software. Findings: According to the findings of this research, the most important components of professional competence for middle managers in education include 10 main categories derived from 62 subcategories: Personal Skills, Interpersonal Skills, Work Competencies, Global Mindset, Aspiration for Excellence, General Managerial Ability, Professional/Advanced Management Skills, Resource Management, Specialized Knowledge, and Success Enabling. These categories were ultimately presented in the form of a model. Conclusion: It can be concluded that the model of professional competence for middle managers in the headquarters area of education is capable of examination and can be used by educational system planners.

Особливості організації еколого-психологічно безпечного інклюзивного освітнього середовища в закладах освіти

The article reveals the eco-psychological safety of an inclusive educational environment as a state of the environment free from external manifestations of psychological violence in interaction, which contributes to the satisfaction of basic needs in personal and trusting communication, creates the referential significance of the environment and ensures the mental health of the students of education. The purpose of the article is to substantiate modern scientific research on the organization of an eco-psychologically safe educational environment for children with special needs in the conditions of effective modern inclusive education. It is noted that the psychological safety of children in educational institutions is determined by the individual's own characteristics and largely depends on him, ensuring the mobility of responding to danger in the absence or delay of appropriate social assistance. A modern teacher must be a mentor, coordinator, manager, psychologist, and observer at the same time. That is why the teacher needs to focus on inclusive values, building a comfortable environment for every student. Among the research methods, the analysis and research of the content, principles, essence and features of the inclusive development of students in educational institutions are at the center of scientific research of many countries and international institutions, including the Organization for Economic Cooperation and Development (OECD), the United Nations Development Program (UNDP), European Commission, International Monetary Fund (IMF), World Economic Forum (WEF), World Bank, International Policy Center for Inclusive Growth, which contributed to the psychodiagnostic dimensions of the study. The conclusions reveal the components of professional competence regarding the organization of an eco-psychologically safe educational environment for children with special needs, including cognitive, organizational-activity, motivational-value, and reflective components. It is noted that the joint work of the teacher should be extended both to the parents of children with disabilities and to the parents of healthy children, during which a tolerant attitude towards children with special educational needs and environmental safety of the educational environment of educational institutions is formed.

Leadership and information - communication competencies as the leading military professional competence components of a modern officer

Leadership and information - communication competencies as the leading military professional competence components of a modern officer

INFORMATION CULTURE AS A KEY ASPECT OF PROFESSIONAL COMPETENCE OF FUTURE TRANSLATORS

The article deals with the place and importance of information culture in the acquisition of professional competence of future translators. The concept of «professional competence of a translator» is also revealed, and its structure is analyzed, indicating that in order to acquire all components of professional competence, a future specialist in the field of translation needs to master the ability to receive, systematize and use different bits of information, as well as to evaluate and determine its reliability and expediency in the context of professional activity, which requires him/her to have a high level of information culture.
 In the process of writing the publication, we also analyzed different views of domestic and foreign researchers regarding the concept of «information culture» and given own definition of the term «translator's information culture». It was proved that information culture can be interpreted as a professional and personal characteristic, which includes the knowledge, skills, and abilities of the future translator to apply information and communication technologies in professional activities, as well as part of his professional culture, which means compliance with all norms and requirements (moral, legal, etc.) when working with information.
 The formation of the information culture of a future specialist in the field of translation takes place in three stages: the first is designed to form an idea of the spectrum, content and operational forms of information processes and the basic skills of their implementation; the second is related to the acquisition of skills of effective application of all components of information technologies in translation activities; the third one consists in the formation of a system developed information culture of the individual. All these stages are interconnected and mutually dependent.
 In addition, we named the main functions of information culture, among which cognitive, communicative, valuable, educational, creative, worldview and regulatory functions are distinguished.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

STRATEGIC COMPETENCE AS A DETERMINANT OF PROFESSIONAL COMPETENCE OF A FUTURE SPECIALIST

The article analyses the research and trends in various literary sources with the aim of identifying new theoretical concepts regarding the essence of strategic competence, with the help of which we can better understand the requirements for strategic competence of specialists to improve the professional training of future specialists. It has been established that the phenomenon of “strategic competence” is a complex and multidimensional phenomenon, so defining the essence of this phenomenon primarily involves clarifying the content of such a related concept as “competence”, on the basis of which it is possible to reveal the essence of the concept of “strategic competence” of a person. Competence in the study is considered as an integrative personal formation that combines the acquired knowledge, skills, abilities, experience and personal characteristics that determine the desire, ability and willingness to solve problems and tasks that arise in real life and professional situations. The analysis of the scientific literature has shown that there is a difficulty in defining strategic competence, as it can refer to both the ability to perform tasks and the way people should behave to fulfil their role. Based on the analysis of the structure of professional competence, we conclude that strategic competence is one of its important structural components. Strategic competence exists as part of the professional competence of a specialist of any profile, and should be used when there is a need to find solutions to real or foreseeable problems in professional activities. It is established that it is advisable to distinguish strategic competence as a separate component of professional competence. It is proved that strategic competence is closely related to higher education and the necessary requirements for graduates of higher education institutions. In the course of the analysis, it is found out that the content of the standards of higher education of Ukraine of the first (bachelor’s) level of higher education in various specialties takes into account the need to form strategic competence in future specialists. It is determined that a high level of formation of a specialist’s strategic competence ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; implementation of planned actions and operations; implementation of the planned strategy, etc. It is concluded that strategic competence is one of the components of professional competence, which provides solutions to real or foreseeable problems; this high level of formation of the strategic competence of a specialist ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; performance of planned actions and operations; implementation of the planned strategy, etc. The conducted research emphasizes the relevance of this issue in today’s conditions and provides prospects for further work on disclosing the essence and structure of the strategic competence of the head of a preschool education institution.

Principles of pedagogy of cooperation while teaching a foreign language at an agrarian university

The article is devoted to the consideration and analysis of the provisions of the pedagogy of cooperation formulated in the late 1980s by Russian scientists-innovators and predetermined the further development of the entire education system in Russia. It is emphasized that the principles of pedagogy of cooperation remain relevant at the present time, since their application contributes to the successful implementation of the requirements laid down in the basis of the modern Federal State Educational Standard. It is noted that the principles of pedagogy of cooperation in teaching a foreign language to students of agricultural universities can significantly increase the effectiveness of the formation of foreign language communicative competence as a component of professional competence. Thus, following the principles of pedagogy of cooperation in teaching a foreign language, due to the universality and integrativity of this discipline, makes it possible to solve training and educational problems simultaneously, which ultimately leads to the training of qualified personnel in the field of agriculture with a humanistic worldview, critical thinking, creative approach to the chosen business, capable of solving the challenges of today. Attention is focused on the importance of the teacher's role in the educational process, his ability to build subject-subject relations, to find an individual approach to each student. The principles of the implementation of pedagogy of cooperation in teaching a foreign language at the Kursk State Agrarian University are summarized, specific techniques and methods used in the classroom are presented that help create a comfortable educational environment for future farmers, as well as influence the choice of their moral guidelines.

Comparing teaching examples: effects on the solution quality and learning outcomes of student teachers’ professional vision of classroom management

Young teachers, in particular, often face difficulties in managing their classrooms. A professional vision of classroom management can support teachers in managing a classroom effectively. This element of professional competence is often promoted in teacher training using video-based approaches, e.g., videoing own lessons including expert feedback, analyzing instructional videos and accompanying transcripts and analyzing videos of own and others teaching. This study used the learning format of comparing contrasting cases to promote professional vision of classroom management among first-semester student teachers (N = 127). However, it diverged slightly from the norm in that its contrasting cases came from two auditive, not video, teaching examples. The effectiveness of comparing contrasting cases on the professional vision of classroom management was studied in two experimental groups. One group compared the contrasting cases using self-generated categories (invention activity, n = 63), and the other group compared the cases based on given categories (worked solution, n = 64). Invention activities and worked solutions have their origins in mathematics and science education and promise to activate prior knowledge and the curiosity of learners at the beginning of a new learning unit while at the same time highlighting deep features of a concept in order to enrich networked and organized knowledge. Professional vision of classroom management was assessed using a video-based online test in a pre-post design to determine whether it was more beneficial to compare contrasting cases with an invention activity or a worked solution. Additionally, using a coding scheme, we assessed the quality of the student teachers’ task solutions and the relationship between the quality of the task solutions and the learning outcomes of the posttest. Both groups showed no difference between the benefits of the two learning formats. For the experimental group invention activity, we found negative correlations between the task solutions and the learning outcomes. We ascribe this correlation to a productive failure effect. We performed a second study (N = 54) with a follow-up test to investigate whether either of the two formats produced more sustainable results. Our studies showed that both experimental groups (invention activity: n = 24, worked solution: n = 30) also had a short-term increase in professional vision of classroom management. The invention activity, however, promoted the more sustainable acquisition of professional vision of classroom management. In conclusion, invention activities appear to be an appropriate task format for promoting professional vision of classroom management among student teachers. This finding is relevant for the field of teacher education and improves insights into task formats that promote components of professional competence.

COMPONENTS OF COMPETENT TRAINING OF SCIENCE TEACHERS FOR SUCCESSFUL PROFESSIONAL ACTIVITIES

The main components of professional competence are revealed in the article. The importance of possessing professional skills and abilities, modern special knowledge of a certain field of production and a high level of professional competence based on crit

Improving the grammatical competence of future English teachers based on authentic texts

The article discusses the grammatical competence in the English language of future teachers in the undergraduate program as a component of effective foreign language teaching in the form of ability to correctly apply the morphological, syntactic and lexical norms of the English language in solving practical problems. Taking into account the teaching of English as a pedagogical specialty, it is necessary to take into account the communicative and pedagogical components of professional competence. Based on theoretical provisions in the form of an analysis of pedagogical conditions of the organization of education, the current study views the specifics of improving morphological grammatical skills in the form of teaching tense forms of English verbs on the material of authentic texts from classical literature. As part of the study, as part of a pedagogical experiment, according to the results in the experimental group, difficulties in mastering the tense forms of verbs were identified. Increasing the level of foreign language communicative competence will contribute to the improvement of theoretical and linguistic knowledge, to the formation of practical skills in the form of teaching the norms of the literary language.

PECULIARITIES OF THE COMPETENCE-BASED APPROACH IMPLEMENTATION IN TEACHING PHARMACOLOGY AT A MEDICAL INSTITUTION OF HIGHER EDUCATION

The article presents the functional spectrum of the implementation of the competence-based approach in the process of professional training of future doctors in the educational and professional program "Medicine" when teaching the educational component of pharmacology at Poltava State Medical University. The professional competencies acquired by students in competency-based pharmacological training in accordance with the professional standard are considered. The author's opinion is presented, which shows that the study of pharmacology is an integral part of the educational and professional program "Medicine". It is shown that the competence-based approach to the study of pharmacology by future masters of the medical sector of the healthcare industry of Ukraine provides the basis for the acquisition of professional knowledge, professional skills and abilities, ways of thinking, views and values, as well as other personal qualities that determine the ability of a future doctor to successfully carry out professional activities in the field of public health, and also productively affects the development of further self-education in this field of activity. The implementation of a competency-based approach in the study of pharmacology will contribute to the formation of the following components of professional competence in future doctors: motivational and value, cognitive, procedural and activity, information and communication, communicative, and professional and reflective. The introduction of a competencybased approach creates prerequisites for further research on the problem of implementing a competency-based approach in teaching pharmacology to future doctors as a means of modernizing the educational environment of a medical institution of higher education. The subject field of teaching pharmacology includes a set of professionally oriented information. The educational process of studying pharmacology should ensure the quality training of highly qualified personnel. The didactic basis of teaching pharmacology to future doctors should correspond to the current level of development of medical education. The functions of the competence approach in the educational process are considered, in particular, conceptualtheoretical, project-theoretical, practice-oriented and integration. The author's understanding of the essence of the formation of professional competence of the future doctor and its structure is presented, which is the basis for the study of pharmacology at Poltava State Medical University.

МОНІТОРИНГ І ДІАГНОСТИКА НАВЧАЛЬНИХ ДОСЯГНЕНЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ З ТЕОРЕТИЧНОЇ ФІЗИКИ

The article examines the theoretical and methodological aspects of the implementation of system monitoring and diagnostics of the level of educational achievements of future physics teachers in theoretical physics. It was noted that the quality of educational results of students in the discipline and their compliance with state regulatory requirements depends primarily on the proper systematic organization of the educational process and the introduction as an informational model of a complete educational and methodological complex, created on a single methodological basis and oriented to the formation of the most complete and holistic ideas about the modern physical picture of the world and its evolution. The structure and content of the author's educational and methodological complex in theoretical physics (using the example of the course «Thermodynamics and statistical physics»), which is implemented in a number of domestic pedagogical institutions of higher education, is highlighted. In the curriculum for the generalization of students' knowledge in theoretical physics, as an element of this complex, the components of their educational achievements are given, namely, based on the structuring of knowledge elements, the content of the scientific-theoretical and practical-activity components of professional competence for each separate content module is determined and specified. Forms of control, objects of evaluation in the process of their implementation and indicators of the level of educational achievements of students in theoretical physics according to the ECTS scale have been determined. The methodical features of conducting complex control works as a means of final diagnosis of the success of students' studies and the achievement of projected educational, educational and developmental goals of the educational discipline «Theoretical Physics» are characterized. It is noted that the monitoring and diagnosis of educational achievements of future physics teachers in theoretical physics can serve as a factor in their personal and professional growth, as well as a source of information about the state of teaching physics in a higher pedagogical educational institution. Keywords: theoretical physics, monitoring and diagnosis of educational achievements of future physics teachers.

Болашақ физика мұғалімдерінің әдістемелік құзыреттілігін дамытуды зерттеу әдістері

The professional competence of teachers reflects their readiness to carry out pedagogical activity, as well as its professional characteristics. Therefore, at present, teachers face great demands for the development of professional competencies. The problem of professional competence is actively studied in the works of many domestic and foreign scientists, the authors have devoted their research work to the development of methodological competencies, which are an important component of professional competence. In this regard, the article considers the issue of the development of methodological competence of future physics teachers, which is the main component of professional competence in the process of professional training. Before considering the research methods, the authors set a goal to identify the components and indicators of methodological competence, first of all, they gave their definition of the methodological competence of a physics teacher. After a clear definition of each component, classes using interactive teaching methods were conducted for their development and their advantages were demonstrated. Special questionnaires,educational and methodological tasks wereprepared for the research work and a quantitative, qualitative analysis of the research results werepresented. Based on the presented results, the authors concluded that the use of the developed system for the development of methodological competencies in the process of teaching physics had a significant positive impact on the level of professional training of students

Pedagogical Concept of Integrative Teaching and Learning in the Context of Interdepartmental Interaction

This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept’s goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines.

Components of professional competence and innovative professional activity of an hei teacher

The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as description, analysis and synthesis, comparison, and generalization became the methodological basis of the research. They were applied to determine the main aspects of the work and were used to formulate and implement the tasks of the article. At the same time, according to the conducted research, competence is a set of qualities that are characteristic of a teacher and help him to carry out his work. In particular, it is determined that the competencies of a teacher of a higher education institution are Motivational; Activity; Cognitive; Emotional; Volitional, Their combination allows the teacher to carry out his activities effectively and with benefit for pupils. At the same time, it was established that competence is special and general. It was determined that the steps of professional competence formation are the following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity; Stage 4 - genuine creativity. Each stage involves the teacher's use of the knowledge acquired at the previous stage and their correct application. Therefore, it was established that the formation of professional competence is a long-term process that requires considerable knowledge and effort. The teacher must have experience of behavior in various situations and know the psychology of students in order to make timely decisions. At the same time, it was established that it is important to have a harmonious combination of different qualities, which allows you to correctly assess the situation and present yourself as a professional and at the same time as a person who can teach moral qualities to others.

THE ESSENCE OF MANAGEMENT COMPETENCE OF FUTURE OFFICERS

In today’s conditions of full-scale Russian aggression against Ukraine, the managerial competence level of the Armed Forces of Ukraine officers becomes especially important. The definition of the “management competence of the future officer” essence remains insufficiently researched. The article based on the conducted theoretical analysis clarifies the essence of the managerial competence concept of the future officer as an integrated component of professional competence, which determines his ability to perform effective military management activities in peacetime and wartime on the basis of acquired knowledge, abilities, skills, personal and professional qualities.

DEVELOPMENT OF PROFESSIONAL COMPETENCES IN THE CONDITIONS OF NON-FORMAL EDUCATION

In connection with the transition of the Republic of Kazakhstan to a market economy, the growth of globalization processes and the increase in the need for highly qualified specialists, the discrepancy between the training of bachelors and the modern requirements of employers is becoming more and more obvious. This leads to the emergence of new components of professional competence, which more fully and reliably allow the future specialist to carry out professional activities. Therefore, in addition to the main EP in the relevant area of study at the university, it is necessary to introduce additional programs that will be relevant in real time, and their implementation will go beyond formal education. In this regard, the purpose of our study is to substantiate the role of non-formal education in the development of professional competencies of students in the direction of "Pedagogical Sciences".The relevance of our study lies in the fact that in modern conditions for the effective and timely development of students' professional competencies, it is necessary to use other forms along with formal education - non-formal and blended learning. Through these forms, a timely “response” to employers’ requests for the development of the necessary professional competencies is possible.The scientific novelty of the study was the development of a program aimed at developing the professional competencies of university students in the framework of non-formal education.