FORMATION OF CONCEPTUAL-AND-TERMINOLOGICAL APPARATUS FOR COMPETENCE APPROACH TO VOCATIONAL EDUCATION

Abstract

The article analyses formation of conceptual-and-terminological apparatus for competence approach to vocational training of future experts in a system of vocational education. Principal difficulties and lack of definitions as regards concepts «competence» and «competency» used in results of our country’s scientists are indicated. Prove of correlation between content and semantic field concerning notions «professional competence» and «professional competency» in context of competence approach to vocational education is given. The author shows methodological mistakes and gaps in understanding the competence approach to vocational training of future experts that are used in psychological and pedagogical researches. In order not to make them again major lines of competence approach application in a system of vocational education are grounded. Requirements to vocational schools’ graduates are concretized and integrated general-purpose structure of their professional competence is presented. The author specifies definition of competence approach in vocational education as range of methodological principles concerning set of goals, objectives, content, methods, technologies, and results of vocational education, organization of training-and-production process at vocational schools on training the future specialists and diagnosing the results of their occupational qualification.