I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

competence, competency, essence, structural components, general and particular

The rapid development of technology, globalization, and the increasing importance of both professional and personal qualities in specialists pose serious challenges for modern education. In response to these challenges, the educational system is forced to reconsider its goals and content, which is reflected in the competence-based approach. However, the lack of clarity regarding the key concepts such as “competency” and “competence” reduces the effectiveness of implementing this approach and negatively impacts the development of educational programs and curricula. The aim of this work is to formulate the author’s understanding of the essence and content of the concepts “competence” and “competency” as used in scientific and methodological literature. To achieve this goal, the materials from regulatory and policy documents governing the activities of the higher professional education system were used, along with the sources from contemporary scientific research works by Russian and foreign scholars. The main research method was theoretical analysis and synthesis of current knowledge in the subject area under investigation. Taking into account the results of the analysis and systematization of literary sources, the author’s understanding of competence is formulated as a set of objective requirements defined by Federal State Educational Standards of Higher Education (FSES HE), on the one hand, and as an integral, systematically organized characteristic of an individual as a subject of professional activity, ensuring the speed and effectiveness of mastering and performing such activity. The psychological content of competence and competency is invariant. Any competency can be viewed as a competence in relation to its constituent elements. On the other hand, a particular competence may be one of the competencies that determine the level of development of a broader competence. The author’s approach to understanding competence is more adequate to educational realities, within which the formation of each competency does not occur in isolation but through interaction with other competencies, taking into account their place and role in the overall functioning of competence. Therefore, the objectives of professional training should be formulated at the level of competence followed by the identification of specific competencies, which, in interaction with one another, determine the professional competence of a specialist.

Antonova, Nadezhda Aleksandrovna – Candidate of Pedagogics, Associate Professor of the Department of Foreign Languages No. 2, I. Ulyanov Chuvash State University, Cheboksary, Russia, https://orcid.org/0000-0002-1758-1185, nejda@rambler.ru

Drandrov, Gerold Leonidovich – Doctor of Pedagogics, Professor of the Department of Theory and Methods of Physical Education and Sports, I. Yakovlev CHSPU, Cheboksary, Russia, https://orcid.org/0000-0002-2214-270X, gerold49@mail.ru