Growing demands for education cause urgency and necessity to implement the competence trend to specialists’ training in higher educational institutions not only in our country but all over the world. Nowadays educational goals are being formed not only in a certain country but at the interstate and international levels. Major priorities of education are strategic landmarks of the international community.

To reach such goals on the old grounds of pedagogy is not only difficult but almost impossible. It is proved by the experience of many countries of the world, and, first of all, in Europe and the USA. It is here that the idea of the competence trend in educational institutions of all levels has been actively implemented into the learning process at the beginning of the 80-ies of the last century.

The article covers the didactic and methodical grounds of the competence approach implementation in students’ studies and education in the institutions of higher education. Its main concepts such as competence, competence trend, key competences, subject competences and others are considered.

The authors offer their structural and functional model of the competence approach implementation in the educational process of higher educational institutions. Its parts are analyzed and discussed with the conditions of its effective use.

The authors express their point of view of the educational process content formation through the competence approach. Considering the theoretical thinking and experience, its forming is suggested on the principles of the fundamental nature, humanization and democratization on the basis of using modern scientific knowledge.

One should follow a number of requirements to implement the competence trend to training in higher educational institutions.

Firstly, participants of the learning process should be clearly aware of the specific character of the competence trend to training.

Secondly, participants of the educational process should consider the educational competences as the requirements set by a graduate’s erudition standards.

Thirdly, the process of the educational competences formation should be clearly planned, structured and controlled.

Fourthly, the formation of the key and subject competences is to be systematic.

Fifth, implementation of the competence trend to training can be positive only when an educational institution, its lecturers and students will be ready for it.

In the article the authors express their opinion about the need to reconsider the state standards in subjects learning. They think that subjects should include key and subject competences that will promote to aim the educational process at achieving the major didactic goal.

In the authors’ opinion the use of modern pedagogical technologies is of great importance in the competence trend implementation.

Key words: competence, key competences, subject competences, competence trend.

References

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