Abstract
Analyzed are key problems of transition from knowledge to competency-based approach in higher education. On the basis of surveys, observations, analysis of real pedagogical practice, five key problems were identified, i.e. lack of understanding of difference between knowledge and competence-based approach by many teachers, determination of the list and priority of formed competencies, poor level of mastery of universal competencies by teachers themselves, lack of understanding of meaning and list of spiritual and moral values, insufficient relationship between lectures and practical exercises. Also defined are ways to overcome the identified problems.
Keywords
- knowledge-based approach
- competence-based approach
- pedagogical practice analysis
- survey
- higher school
- competences
- spiritual and moral values
- teacher
References
Vvedensky, V.N. Regulativeness in education as the most important problem of psycho-pedagogical sciences. Pedagogy. 2013. No. 6. P. 28–36.
Lomov, B.F. Methodological and theoretical problems of psychology. Moscow, 1984.
On approval of the strategy for development of education in the Russian Federation for the period up to 2025. URL: http://government.ru/docs/18312/
Raven, J. Competence in modern society: identification, development and implementation. Moscow, 2002.
Darla, K., Lily, A. Intercultural Competence in Higher Education: International Approaches, Assessment and Application. London, 2017.
Jae-Young Park, Heng Luo. Refining a Competency Model for Instructional Designers in the Context of Online Higher Education. International Education Studies. 2017. No. 9. P. 87–98.