Content Of Professional Competence Research Articles

The Formation of the Image of Forensic Science by the Example of the International Project “East — West: Partnership in Forensic Science”

The formation of the modern appearance of the field of forensic examination is the definition of its external outlines and boundaries, technological potential, a set of features that characterize the main vector of special knowledge, the priorities of internal methodological structures and the content of professional competencies. This has always been due to the desire to find an optimal balance between the needs of the law enforcement officer and the capabilities of the subjects of applying special knowledge. Scientific and practical conferences and forums have always been of great importance in these processes. The international project “East-West: Partnership in Forensic Science” is one of the clearest examples of this. As a result of the study of the final materials of this project over twenty years the author examines the genesis of a new class of humanitarian forensic examinations, which was a response to modern challenges in the Russian Federation. The tasks of forensic expert support for the protection of spiritual and moral values, national culture and historical memory are formulated. Along with the already established comprehensive psychological and linguistic examination, a whole interdisciplinary complex of additional forensic studies of information materials is identified as priority forensic areas. These are political science, ethics and religious studies forensic examinations. The professional sovereignty of the Russian Federation and friendly foreign states in the field of forensic activities is essential for the implementation of strategic national priorities, namely state, public and information security.

Accountant competence building in the digital economy environment

Subject. This article discusses the formation of the content of professional competencies of accountants and the main aspects of the transformation of the accounting profession in the conditions of Industry 4.0, namely educational, methodological, and technological. Objectives. The article aims to assess the possibilities of forming professional competencies of students in educational programmes of higher education of accounting and analytical orientation, taking into account the trends in the digital development of the country's economy. The article also aims to substantiate the need to adapt educational programmes of an accounting orientation to the requirements of the digital economy. Methods. For the study, I used the methods of information gathering, analysis and synthesis, and modeling in practice. Results. Based on a review of modern research in the field of training accountants in higher educational institutions of Russia and English-speaking countries, taking into account the trends in the digital development of society, the article identifies the risks and advantages of the accounting profession prospects in the context of the mass adoption of information technologies in the country's economy. The article also defines the directions of transformation of the accounting profession in Industry 4.0 and the possibility of orienting the content of professional tasks to the formation of digital competencies. Conclusions and Relevance. It is necessary to adapt the educational programmes for the training of accountants in higher education institutions to the requirements of the digital economy in order to bring their content closer to the interests of employers. Employers will be able to get graduates who have both profession competencies and a complex of digital knowledge, skills and abilities. The results of the study can be used to develop an approach to integrating the necessary digital knowledge, skills and abilities into the content of the tasks of professional activity, work programmes of disciplines, etc.

Teachers’ readiness to work with children with signs of psychomotor aptitude

The paper deals with the problem of teachers’ readiness to work with children showing signs of psychomotor aptitude. The authors perform a theoretical analysis of approaches to the definition of the concepts of psychomotor, psychomotor aptitude, physical intelligence. The place of psychomotor aptitude in the structure of general aptitude has been determined. The relationship between psychomotor skills and personality development is demonstrated. It was found that most of the children with signs of psychomotor aptitude remained without proper psychological and pedagogical support, which led to a significant decrease in their number with age. The main goal of the study is to determine the readiness of teachers to work with psychomotorically apt children. A diagnostic technique has been developed, aimed at determining the readiness of teachers to work with the specified contingent of children. The main attention was paid to the formation of the cognitive and activity components of readiness among teachers. The study was based on a comparative analysis of data obtained in two groups of respondents with different levels of professional training. Approaches to the definition of the concepts of readiness and professional readiness are generalized. The content of professional competencies (such as “knowing”, “being able”) in the context of the problem under consideration is presented. The results of the empirical study showed that in the process of professional training, the concept of psychomotor aptitude had not been formed. The ideas of the experiment participants about scientific and methodological approaches to organizing work with psychomotorically apt children are at an intuitive level, which indicates that teachers are not ready for this type of work and cannot fully take into account the special educational needs of their students. The prospects for further research in the field of training teachers to work with children with psychomotor aptitude have been determined.

Теоретичні основи формування управлінської культури майбутнього фахівця соціального забезпечення в освітньому середовищі закладу вищої освіти

The article reveals the theoretical foundations of the formation of management culture of the future social security specialist in the educational environment of higher education. It is substantiated that a social security specialist in modern conditions is a manager who must be able to form a team, develop and implement social programs and projects, create a socially healthy society, establish social contacts, carry out social partnership. Models of professional training of social workers in the university are analyzed. Didactic modules of formation of managerial culture of the future specialist in higher educational institution are considered. The content of professional competencies (socio-psychological, legal, organizational, economic, informational, marketing, consulting) of the future specialist in the social sphere as a subject of managerial activity is revealed. The expediency of wide application of personality-oriented, organizational, environmental, effective, competence approaches in the formation of the management culture of the future social security specialist is substantiated.

About the Master’s Program “Creative Personnel Management”: Methodological Foundations

In order to improve the training of masters majoring in “Personnel Management”, a sociological study of the opinions of employers was carried out. Based on the results of the study, HRtechnologies were clarified and the content of professional competencies, which should be possessed by specialists in HRM departments of organizations and enterprises who belong to the category of creative personnel, was disclosed. The main driving force behind the growth of innovative economies of developed and developing countries is a social group of people characterized by a high level of education, creative abilities and entrepreneurial behavior skills. This social group is called the “creative class”. The general criteria for classifying employees as creative personnel are defined. At the preliminary stage of the study, the Federal State Educational Standard of Higher Education 38.04.03 “Personnel Management (Master’s level)” was analyzed as well as the requirements of a professional standard for a HRM specialist. To study the opinions of employers, a two-stage study was carried out. At the first stage, a focused interview with senior management staff was carried out in order to find out the practical methods of working with creative staff (N = 43). The working hypothesis was the assumption that there is a significant specificity in the processes of attracting, developing and retaining creative staff. The results of the processing of interview texts are presented. Based on the interview, a list of professional competencies was prepared, the possession of them can improve the quality of creative staff management. At the second stage, a questionnaire survey was conducted among a wider group of employers with the task of determining the priority of the proposed professional competencies (N=87). Interviews and questionnaires were conducted with representatives of human resources and the management team of enterprises and organizations (including higher education institutions) of Nizhny Novgorod, whose main activity is aimed at obtaining an intellectual product. Two senior employees of one of the largest startups in Silicon Valley (USA) were among the interviewees. The authors, with the support of the Vladimir Potanin Scholarship Program, have developed a master’s program in Creative Human Resources Management. Based on the results of the study, appropriate adjustments were made to the work programs of the disciplines and to the list of professional competencies of the developed master’s program, which determine its orientation.

DEVELOPMENT OF THE CONTENT OF PROFESSIONAL COMPETENCIES OF THE EDUCATIONAL STANDARD OF AN IT SPECIALIST BASED ON THE REQUIREMENTS OF OCCUPATIONAL STANDARDS AND EMPLOYERS' NEEDS

The article deals with the problems of developing Basic Professional Educational Programs of Higher Education on Information Systems and Technologies in accordance with the Federal State Higher Education Standard (3++) and the requirements of occupational standards and employers’ needs. The article presents the stages of developing Basic Professional Educational Programs taking into account these requirements. The federal regulatory acts governing the application of occupational standards in the development of Basic Professional Educational Programs, as well as official data on the required number of IT specialists in the context of digitalization of the country’s economy, are analyzed. On the basis of the correspondence between the hierarchical levels of the requirements of the educational standard and the occupational standard in web technologies, the article demonstrates an approach to determining the list and designing the content of professional competencies, based on the formation of competency passports and ensuring the integrity of the main professional educational program of university. The article studies one of the professional competencies of the Information Systems and Technologies educational program to show its structure and content development and suggests possible wording of competency indicators and descriptors used to assess the competency formed.

ON PREPARATION OF COMPETITIVE SPECIALISTS-FINANCES UNDER THE REQUIREMENT OF THE MODERN LABOR MARKET

The article examines the requirements of the modern labor market for the professional training of financiers, the essence and structure of the professional orientation of the individual, reveals the purpose and principles of professional training. The essence of the concept of "professionalism" as the result of organizational and purposeful professional activity and the main directions of professionalization is considered. The result of professional growth of the personality of the future specialist and the development of his professional abilities is the professional competence that a student acquires during his studies at the university. The necessity of training of competitive and competent specialists is determined; the classification structure of the professional competence of a specialist is considered. Professional competence is a measure and the main criterion of professional preparedness and the ability of the subject to perform tasks and duties in accordance with the position he occupies. The competence approach is considered as one of the priority directions of the modernization of education in Ukraine which becomes important as it translates the process of accumulation of normatively defined knowledge, skills and abilities into the plane of formation and development of students' ability to practically act and apply creatively the acquired knowledge and experience in different situations. The article analyzes the essence and content of professional competence and examines different approaches to the classification of competencies. Also, the article reveals the concept and structure of "key competencies". The groups of key competencies are characterized: general sciences, and instrumental, socio-personal and general cultural. It is proved that the formation of the professional competence of students is carried out through the content of vocational education, in the process of mastering disciplines distributed in different training cycles, outlines the general tendencies of becoming a personality of a student-financier as a future specialist. The educational qualification characteristics of future specialists and their significance for the formation of OPP and the development of disciplines in accordance with the curriculum of the higher educational institutions are researched. The level of professional activity according to the classifier of professions and the correspondence of educational and professional programs of preparation of different levels of specialists are described. The authors came to the conclusion that it is necessary to model the professional skills of a future specialist who are part of a holistic pedagogical process at the university

FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN

The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.

Professional Training Programs of Masters in Adult Education at Universities of Germany

Abstract The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.

COMPARATIVE ANALYSIS OF PROFESSIONAL COMPETENCE IN THE FIELD OF PERSONAL QUALITIES OF STUDENTS OF TEACHING AND NON-TEACHING PROFILES

The structure and content of professional competence in the field of personal qualities of students of teaching and non-teaching profiles are examined. The analysis of strong or weak points of a personality of students of these profiles has been conducted using the list of self-evaluation. The results of results can be used in the educational sphere of Universities to establish and develop personal qualities of students of teaching and non-teaching profiles. According to the results, specific in personal qualities of teaching and non-teaching profiles are revealed. DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-13

How to think about interprofessional competence: A metacognitive model

Different professions meet and work together in teams every day in health and social care. To identify and deliver the best quality of care for the patient, teamwork should be both professionally and interprofessionally competent. How can enhanced education prepare teamworkers to be both professionally and interprofessionally competent? To achieve interprofessional skills and design effective interprofessional curricula, there is a need for metacognitive frameworks focusing on the relationship between theories and the problem-solving process as well as the structure and content of professional competence. The aim of this article is to discuss the need for shared metacognitive structures/models as a tool for securing successful interprofessional learning and developing personal, professional and interprofessional competence to improve the quality of care. A metacognitive model for interprofessional education and practice is presented in this article. This model has been developed as a tool for analyzing professional competence on three levels: individual, team and organization. The model comprises seven basic components of professional competence and the way they are related and interact. Examples of how this metacognitive model can be used in the early, middle and late stages in interprofessional education are given.