Journal articles on the topic 'List of professional competences'

Mediation has become an increasingly popular reconciliation procedure that allows increasing the psychological security of parties to the conflict in educational and social environment, as well as legal practice. The profession of mediator is highly demanded; however, the questions of professional competence of the specialists and requirements to their personality did not receive due coverage in the scientific literature. The goal of this research consist in development of the model of professional competence and assessment of the level of professional competences of mediators with varying degree of success in conduct of reconciliation procedures. A list of professional competences and their indicators mediators, considering the professional standard – “Specialist in the Field of Mediation (mediator)”. The research involved 42 mediators from Arkhangelsk Region. The following methods were applied: questionnaire (the author developed an original questionnaire for self-assessment of professional competences of the mediator), and psychological testing based on the Five-Factor Model of Personality of Costa and McCrae's in adaptation of M. V. Bodunov and S. D. Biryukov. Statistical processing was carried out via the method of descriptive statistics, correlation and step-type multivariate regression analyses (Pearson's chi-squared test) using the software SPSS 23.00 (license agreement No.Z125-3301-14). The following conclusion was made: the model of professional competences of mediator includes communication skills, conflict management, case study, planning, and self-control. The author developed and tested the questionnaire for self-assessment of professional competences of mediators that can be implemented via 360-degree feedback method. It is established that the successful outcome of reconciliation procedure is affected by such professional competences as self-control and communication skills. Out of the list of professionally important qualities of mediator, the author highlights activity, concreteness, openness, self-restraint, self-discipline, responsibility and sociability as directly related to the success of reconciliation procedures.

The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.

The classification of competences of graduates of secondary and higher technical educational establishments is presented in the work. On the basis of the list of professional and mathematical competences offered by scientists, the professional-oriented mathematical competences of the future specialist, the most important and relevant for the professional activity of future engineers, are allocated. These include: conceptual, operational-algorithmic, applicable, design.The purpose of the article is to describe an experimental verification of the professionally-oriented mathematical competencies formation of future specialists in the electronics and telecommunications industry. The main research methods used by the authors: theoretical methods: analysis, synthesis, comparison and generalization of the research results of scientific and methodological literature on selected issues; empirical: observation, experiment, questionnaire, analysis of the obtained test results. During the study of higher mathematics, students are encouraged to take actions that promote the formation of skills that are part of mathematical competences. These actions are also performed by the engineer, he also needs to be able to analyze, synthesize, classify. Therefore, the formation of the above mathematical competences is appropriate and necessary for the professional training of the engineer.

The article deals with the introduction of digital competences in the educational process of junior bachelors in agronomy. The model of development of digital skills of the population of the EU countries (EU Digital Competence Framework for Educators), the plan of the European model of digital competences for education is analyzed. The traditional model of education is concerned with knowledge achieving and today it does not satisfy either the job market or students. Today, Ukrainian education is being transformed in line with world requirements, as evidenced by the introduced reforms in the system of education and the adoption of a new law on education. The paradigm of education is being transformed; models and learning approaches are changing. And, in general, research shows that the overall vector of change is aimed at developing digital competence, social and communication skills for successful activities in the digital world. The examples of formation of digital competences in the process of training of modern specialists around the world and in Ukraine are given; taking into account the Framework of digital competence, the decision of the Ministry of Education and Science of Ukraine on reforming the education system is analyzed. According to the analysis of the labour market of the agricultural sector which there is a problem of non-compliance of the national structure of vocational education with the prospective needs of the agricultural labour market in terms of qualification level and structure of professional competencies of graduated agronomists, the main reason for which is non-taking into account the consideration in the process of preparation of the current state of use of information technologies in the areas of agricultural industry. Comparison of special (professional, subject) competences in accordance with the existing standard of training of junior bachelors in agronomy and the proposed list of competencies formed in accordance with current trends in global digitalization, including agricultural production is carried out. A thematic structure of the content of training for the formation of digital professional competencies for future agronomists is proposed. The issue of teaching a new discipline in terms of professional affiliation of the teacher is raised.

Problems-challenges in the actual system of Education in Russia are analyzed. The link with the aims of national project “Education” is shown. The author presents the list of professional competences for teachers with the help of the method of the analysis of concepts and terminology. This list is necessary for the realization of some directions of the national project “Education”. Moreover, the author has presented a model of realization of the federal project “Teacher of the future” through the formation of new professional competences for teachers. In addition the concepts and terminology expertise of the language of the regulatory document was made where five pair notions were related: school teacher – educator (teaching staff); professional mastery – professional competences; national system of teaching development – professional development; lifelong learning – self-studying; independent assessment of professional qualifications – attestation.

The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.

The following paper considers one of the key issues related to prospective bachelors professional competencies development on the example of Methods of Biology Teaching. The paper presents a list of professional competencies developed by means of the discipline. The component composition of each of them is presented. The paper describes development procedures and technologies of professional competences components check - knowledge, abilities and possession. The author gives examples of each task. It is established that the least difficulties are associated with verifying competencies activity component development. The authors reveal criteria of students activity estimation within each of the designated procedures. The authors give criteria for the evaluation testing, exploratory abstract works, creative jobs, and multimedia presentations. The difficulties faced by teachers in the implementation of this work are shown. The main problem of the final forms control criterion evaluation is the disclosure of main knowledge component of the competence of the discipline. The presented materials can be used by university teachers, teaching the course Methods of Biology Teaching.

Abstract Objective: The aim of the research was to construct a theoretical model of competences of managers employed in health care institutions in the Warmińsko-Mazurskie Voivodeship. Methodology: The theoretical list of competences was based on the literature of the subject and the results developed during the workshop session with postgraduate students in the scope of management of healthcare entities. All respondents (266 persons) were health care workers and held managerial positions at various levels of organizations. Findings: On the basis of the obtained results it can be stated that in the key competency model of the efficient manager dominates professional competence in the field of organization and management. These competences were also diagnosed with the greatest deficiencies that hinder effective work. Value Added: Results of the research enable the introduction of appropriate curricular content into the educational model of potential healthcare managers, hence improving management quality of medical organizations.

The article reviews state and European documents, research, which determine the professional competencies of teachers. The urgency of developing a model of teacher competencies is due to the tendency to insufficient consideration of the European framework of competencies in the new documents, the lack of trajectory of professional development of teachers, differences between the list of competencies in various regulations. Based on theoretical investigations, the model of competencies of teachers of the New Ukrainian School is substantiated and characterised. The content of general competencies of teachers, which are cross-cutting (civic, social, cultural, leadership, entrepreneurial), and professional competencies, which are described in the context of such job functions of a teacher: teaching students subjects (integrated courses), partnership with participants in the educational process, participation in the organization of a safe and healthy educational environment, managementoftheeducationalprocess, professional development. Thedraft professional standard substantiates and characterises the following professional competencies of teachers: language and communicative, subject and methodical, information and digital, psychological, emotional and ethical, competence of pedagogical partnership, inclusive, health-preserving, design, prognostic, organizational, evaluative, ability to learn throughout life, and reflexive. The presented model was tested among pedagogical staff of general secondary education institutions (107 respondents from 47 educational institutions took part in the study). The draft document was publicly discussed, as a result of which adjustments were made in the formulation of general and professional competencies. Taking into account the compensators and proposals of educators, the model of competencies was refined and formed the basis of the draft of a new professional standard for teachers. Each competence in the professional standard is described in the dynamics of development from specialist to the highest category, which allows the teacher to trace the current level of professional competence, to plan further steps for the development of each competence.

The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher education program regardless of the area) and general professional competences of the Bachelor’s and Master’s degrees in Sociology is proposed, as a result of monitoring and evaluation of several educational programs in the area of Sociology; moreover, the authors adduce the examples of content-related, concrete indicators of education called descriptors for competences. Besides, the paper describes the testing schemes which enable to adjust indicators of universal competences and to evaluate the level of competence of students who have completed the related educational level.

The indication of the need for the formation of universal competencies in students in the current FSES HE 3++ has activated the scientific and pedagogical community to search for ways to solve this problem. The article reveals the possibilities of the «Training professional communication» discipline in the formation of universal competencies in the process of professional training of bachelors at a university in the direction of 44.03.02 «Psychological and pedagogical education», «Psychology and Social Pedagogy» direction. The purpose of the research is to reveal the experience of the formation of universal competencies in students as a factor in increasing the effectiveness of the educational process. The research methods are represented by a set of theoretical methods of cognition, such as generalization, design, comparison, forecasting. The research results. The category «universal competences» and its indicators have been clarified; the planned learning outcomes in the discipline of «Training professional communication» in the context of a competence-oriented approach have been proposed, a criterion scale for assessing UC-3 universal competence formation in the field of training of 44.03.02 «Psychological and pedagogical education» in the framework of the discipline of «Training professional communication» has been developed. Key findings: universal competencies are certain qualities, types of behavior that people tend to exhibit, striving to achieve work goals; the list of planned learning outcomes in accordance with the Federal State Educational Standard of Higher Education 3++ correlates with indicators of achievement of each universal competence through the triad «knows; knows how; owns» for each indicator of achievement of competencies. The criterion scale for assessing UK-3 universal competence formation in the corresponding direction of training includes four levels: unsatisfactory, satisfactory, good and excellent, which are revealed in the process of current and intermediate control of knowledge among students in an academic discipline.

Introduction. The paper rationalizes the urgency of creating a modern university monitoring model which analyses the development of practice-oriented competences of a future educational psychologist. The construction of practice-oriented competences on an interdisciplinary competence basis is fast becoming a key instrument in education. Of much importance is the strategy when the integrated organization of comprehensive monitoring procedures emerges from scientific and methodological resources. The review of modern ideas plays a pivotal role in our research. We describe the modern university monitoring model as a system of assessment and control procedures ensuring the psychic professional and personal developments of future educational psychologist. Practice-oriented competences play a critical role in future effective professional activity. The purpose of the paper is to characterize the structure and content of the practice-oriented competences of future educational psychologist, to justify and reveal the model of monitoring competences’ development with the help of the example of a Russian university.Materials and methods. Data were collected using the monitoring models that function in modern practices of Russian universities. The study began with the qualitative review of specific scientific literature devoted to the problem of practice-oriented competences of educational psychologist. The main method is analytical description. We rated various experiences of assessing the competences’ development describing the design of their structure and content, as well as justifying the model of their monitoring in Russian universities.Results. In our research we provide much suggestive evidence to substantiate the list of practice-oriented competences of future educational psychologist. Our interesting findings are the structure and the content of the competences under analysis. The most meaningful finding is a modern theoretical monitoring model which is critical for an insightful analysis of practice-oriented competences, as well as the scientific and methodological resources of its implementation in Russian universities. One of the most significant achievements to emerge from the study is the set of evaluation tools and monitoring procedures which ensures its successful approbation in one of Russian universities.Discussion. Multiple analysis revealed that the adequacy of assessing practice-oriented competences of the future educational psychologist emerges from a set of sufficient evaluation tools. The present study identified that the monitoring procedures allow to describe step-by-step the state of the competencies under analysis, as well as their dynamics. Overall, the study strengthens the idea of improving the monitoring system of practice-oriented competences’ development in Russian universities. The study also outlines the prospects of the monitoring system’s implementation.Conclusion. The following conclusions can be drawn from the present study. To prepare skilled educational psychologist with high professional qualification it is critical to develop the set of tasks to identify the list of practice-oriented competences. The structure and content of the tasks, as well as the development of assessment tools play a crucial role in a stage-by-stage application of monitoring procedures in Russian universities. The findings will be of interest for professionals who are open to innovation and development.

This paper, based on surveys conducted by consulting and staffi ng companies’ sites, analyzes the employers’ and public authorities’requirementsto applicants for positions related to human resources management. A study was conducted on compliance of competency profi le model demanded by employers, the structure and level of its development compared to state educational standards for Bachelor’s program in Human Resources Management. Research resulted in formulating competencyprofi le required for university graduates to start professional career. We revealed that the educational standard contains redundant list of competencies, and at the same time does not entirelymeet the needs of employers. Such competences as business understanding and the ability to manage changes, and team management are not brought up in the educational standard. Moreover, the eff ective employment of graduates requires formation of certain competences within the educational process, i.e.providing informational base for practice, establishing business contacts with organizations’ management, generating interest in young professionals. Conducted analysis helped to identify gaps in educational standards from employers’ perspective, as well as to formulate the most probable career paths for university graduates and necessary model competencies for successful employment.

The article analyzes one of the key notions of lingsuitics adn methodology — that of communication competence, interpreting each of its components. Then the author evaluates the importance of the term in teaching a foreign language for professional communication in cross-cultural context and provides the rationale for considering cultural differences revealed in professional communication. Accounting for this need, the author then makes a list of professional competences which can be applied in communication through a formed linguistic competence. The article goes on to analyze the existing Russian documentation on the classification of hard and soft skills. Revealing the gaps in the existing classification the author offers her classification which addresses the current issues in developing communication competence for professional communication in multi-cultural context.

Purpose – The purpose of this paper is to present competences that are highly relevant for manufacturing today and tomorrow. Following a discussion on the concept of “competence”, a variety of competences are presented and classified into the four facets professional, methodological, social, and self-competence. Design/methodology/approach – Using an exploratory method, the paper aims at describing relevant manufacturing-related competences with the help of an online survey. Experts, mostly from the production management or HR departments of manufacturing companies in Germany, were polled and asked to evaluate the relevancy of a list of competences for manufacturing. Findings – For the experts, flawless execution and quality awareness are competences with a very high relevance, whereas analytical abilities have very little meaning. The experts questioned expect openness to change to undergo the strongest increase in importance. Practical implications – This paper shows competences particularly relevant for future production, so that companies can derive specific competence development measures. The findings are descriptive only, but should enable companies to identify specific competence gaps and to select measures to develop competences. Originality/value – This paper attempts to bridge the gap between academics and practice by outlining relevant manufacturing competences that have been evaluated by managers. This is in contrast to most scientific research that classifies manufacturing-related competences as important based on own assessment.

The article is devoted to an urgent issue, namely, the process of developing cross-professional competencies as an integral component of social and personal effectiveness and career development of young specialists. The article provides the primary sociological information – the results of a survey of employers conducted by the author (the number of respondents is 178 people), international statistics and the results of world studies (The World economic forum in the future of jobs report 2018, the World economic forum, the Gaidar Forum, etc.). Based on the thorough review and synthesis of the data presented, results of the survey conducted by the author and the analysis of data from one of the largest job search sites and employees in the world - “Head Hunter” about the most frequently requested professional competencies, the author formed the top 15 flexible skills with definitions and structurally meaningful, to which domestic employers are more oriented. The presented list of cross-professional competencies, according to the author of the article, is not exhaustive: modern terms of technical progress, a rapidly changing business environment with the constant changes and changes in the society, powerful shifts in the global market, based on digital technology can affect the list of relevant competencies and it can be changed and supplemented. The author has developed and proposed the competency development algorithm, allowing realize a personalized educational trajectory, an integrated approach to the development of cross-professional competences. The presented algorithm can be used both by the educational institutions implementing higher and continuing education programs, and by the modern organizations in the context of adaptation and staff training.

Relevance: State standards for professional (vocational) education of such professions as "seamstress", "dressmaker", "cutter" reveal the content of essential professional competences of these professions, as well as list general (key) competences common to all three professions. They have led to the need to identify a separate list of key competences required by employers of garment enterprises for each profession. Aim: analysis, comparison and generalization of the offer and demand for key competences of garment workers in the Ukrainian labour market; determination of personal qualities, demanded by modern employers of Ukrainian garment enterprises for such professions as "seamstress", "dressmaker", "cutter". Methods: the paper has analyzed, compared and summarized 270 vacancies and 344 curricula vitae available on Ukrainian and international job search websites to determine the level of needs of Ukrainian employers in the garment industry for garment workers with key competences (www.work.ua, www.hh.ua, www.rabota.ua). Results. The paper clarifies the statistical needs of employers of Ukrainian garment enterprises for seamstresses, dressmakers and cutters with key competences. It compares the offer and demand for garment workers and proves that they cannot adequately meet the needs of modern employers due to insufficient levels of their key competences. It highlights that dressmakers and cutters are the more in-demand workers with key competences and should work in the field of public services or a single production... Conclusions: the paper proves the interdependence between the need for well-developed personal qualities of skilled workers and types of profession and production. It reveals the role of garment workers' key competences in developing personal qualities required by Ukrainian garment enterprises for such professions as "seamstress", "dressmaker" and "cutter", as well as the connection between key and professional competences.

The object of this research is the automation of the compliance matrix «Disciplines – Competences», which are the links between the list of compulsory and elective disciplines of the educational program according to the curriculum and the set of competencies of the graduate required by the Standard of higher education. The development of the educational program includes a combination of disciplines with «Program Learning Outcomes», which is listed in the Standard. One of the most problematic places is time-consuming of the process of «drawing-up» the links from «General Competencies» (GC) and «Professional Competencies» (PC) of disciplines to «Program Learning Outcomes» (PO). This problem is considered on the basis of the Educational and Professional Program (OPP) «Financial Intermediation» Academic Degree «Master» specialty 072 «Finance, Banking and Insurance» in the field of science 07 «Management and Administration» of the Department of Banking of Kyiv National University of Trade and Economics (KNUTE, Ukraine). The research methods are to use the design of relationships between logical elements («entities») of the data model (Entity-Relationship Model). To develop a compliance matrix «Disciplines – Competences» in the paper the author proposed a software application based on Excel (hereinafter «Application»), which allows to automate the construction of such links. There is a significant reduction in the time-consuming of preparing educational programs by guarantors and support groups. This is due to the fact that the proposed application has a number of features of use, in particular automates the construction of matrices of correspondence «Discipline – Competence». The method of automation of the compliance matrix «Disciplines – Competences» proposed in the research was successfully tested by the author in the development of educational and professional programs of KNUTE, namely «Financial Intermediation», «Management of Banking Business» and «Financial Brokerage». Thus, the application is universal and can be used by guarantors and support groups to build Compliance Matrices of the educational programs of other specializations and specialties.

The article deals with the problems of professional education at the current stage of national economy’s development. The authors attract attention to the difference between the approaches to improving secondary and higher professional education. Government agencies of the highest level focus on improving the system of higher education and labour force training, but training of mid-level specialists has recently fallen out of their sight. Lately a great number of colleges have become part of higher educational institutions. However, during the latest reorganization of the Ministry of Education and Science, which resulted in foundation of the Ministry of Education, secondary professional education fell under the jurisdiction of the latter. The authors suggest uniting secondary and higher professional education into one single system and consider that as higher education. Line engineers will be trained at colleges (even on the basis of basic general education) but probably the term of training will be a little longer due to the fact that colleges are expected to be part of the university structure. Such educational programs could be implemented in regional branches of head universities to provide local industries, small and medium businesses with skilled workforce. The practice of students’ training proved that the division of Bachelors’ and Masters’ competences by the type of their future job is senseless as students do not determine their preferences for future occupation during the period of their studies. The authors suggest developing generalized competence models of graduates. The models could be used to formulate the requirements to the graduates with different level of education. Graduates with professional education will receive diploma together with a supplement containing the list of competences obtained. New Federal State Educational Systems of all levels of higher education read that professional competences are established by an educational institution itself. Therefore, the authors suggest considering issuing university diplomas instead of those of state educational standard.

The article is devoted to the actual problem of formulating the goals of education of future masters of technological education from the standpoint of competence approach. The competence-based approach, the SMART approach, and the theory of taxonomy are applied in the study. The structure of the competence of the technology teacher is as follows: integral competence, general competencies, and professional competencies. The list of program competencies of masters of education by the specialty 014 Secondary educations, subject specialization 014.10 Secondary educations (Labor training and technologies) is established. The concept of "integrated competence" interpreted in accordance with the National Qualifications Framework. The general competencies are defined: knowledge and understanding of the subject area, ability to act on the basis of ethical motives, act socially responsible and consciously, work in the team, find and analyze information, apply acquired knowledge in practical situations, learn, communicate in the state language, use the knowledge of a foreign language in educational activities. The professional competences are defined: ability to realize the presence of integration processes; knowledge of general engineering and production issues; the ability to investigate the relationship of science with new phenomena and processes in production; ability to research and creative activities; the ability to use information technology, knowledge of modern equipment and technology; the ability to determine the properties and to select materials for the manufacture of products; the ability to organize work in a school workshop; ability to adhere to the requirements for labor protection, fire safety, environmental protection; the ability to control and assess the level of academic achievement of students; apply modern methods and educational technologies. The educational professional program of the second (master's) level of higher education is developed on the basis of definite program competencies and implemented in the V. Vynnychenko Central Ukrainian State Pedagogical University.

The paper analyzes several methodological and organizational aspects of training of IT professionals for the bodies of the National Police of Ukraine. The model of such human resource development has been worked out, including purposeful, substantial, educational, technological, procedural and resulting diagnostic components. The task of this model of training lies in the achievement of the availability of a would-be specialist – an employee of the National Police to operate in the sphere of information technologies. The main directions for improving specialists’ preparation process in information technologies sphere have been analyzed, in particular: by implementing information technologies; multimedia and interactive methods. The list of competences allowing the performance by a graduate of the higher school of the Ministry of Internal Affairs his or her official duties in the units of the National Police is set forth, in particular: general competences, professional competences of police officer, as well as special competences in the sphere of information technology. It is stated that the assessment program should assure: the development of technique of measurement of levels of formation of general and special competences during the training process and the provision of quality characteristics for professional training of woud-be IT professionals. It is underlined that informational and analytical skills are required not only for the staff of informational and analytical units of the National Police, but also for all the subjects of operational and search activities, performing informational and analytical activities as a special search function.

Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth. The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty. The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design. It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.

AbstractThe importance of forming intercultural competences and various aspects of the development of an employee’s intellectual activity in today’s multicultural society has been stressed. Urgent problems of cross-cultural training of employees, such as the formation of intercultural (cross-cultural) competence of future employees in the process of their professional training, the necessity of compiling a complete list of intercultural competences, determining the levels of requirements for the competences of bachelors and masters, development of cultural intelligence, improvement and the introduction of methods for the development of cultural intelligence have been analyzed. It has been defined that as the most important part of culture, education is intended to ensure the entry of a man into culture through their acquisition of cultural values. The main approaches to the study of cultural diversity in educational systems have been analyzed. The necessity of training specialists with advanced cultural intelligence that will carry out professional activity in the intercultural educational space has been revealed. Four principles, the implementation of which within the framework of corporate culture allows building “the third culture”, have been highlighted: unity in diversity; integration; cognitive variety; communicative diversity. Three main competencies that reflect the essence of cross-cultural training have been characterized. They are: awareness of social constructiveness of “cultural differences” and the ability to prevent their influence; skills to identify and evaluate cognitive differences which are hidden behind differences of identities; the ability to find and create a “functional interaction” between cognitive differences of employees, which can contribute to the stability of self-regulating integrative organizational systems.

In this article explains needs of preparation the information and analytic competence for the future officers in the Ukraine Armed Forces during their study in the military high educational institutes. Information function realizes by the future officer as information and analytic competence. Professional level of analytic and project activities of the future officers provides their education content. Modern officer should be ready for professional, social and pedagogic, culture and education, management, physical-training and special activities. Analytic competence means logic: methods of rational thinking, arguments, ideas analysis. According theoretical analysis of the preparation and development professional competences: there is large difference between level of professional skills and requirements for the capabilities. The current methodology of education and professional training of the military specialist is not perfect because there is so difficult to create require full list of capabilities during all term of education. The leading criteria for assessing the training of future military specialists to carry out tasks and responsibilities in the direction of professional training are identified. Also was analyzed the basic requirements for the formation of information and analytical competence of future officers, lists and defines the main methodological approaches and principles of organization of information and analytical activities. There was indicated pedagogical conditions for formation information and analytic competences in the military education environment. The structural components of information and analytical competences and leading aspects regarding its formation and development was determined. In solving the problems of the formation of informational and analytical competence of future officers of the Armed Forces of Ukraine, the urgent issues are the introduction of the technology of forming this competence in the educational process of higher military educational institutions. The introduction of practical teaching methods in the educational process of training specialists in the socio-cultural sphere will contribute to the fact that after graduation, graduates at a sufficient level will be able to form their own conclusions, ideas and informed choices based on certain information, master the techniques and methods of information analytics, be able to practically apply, will be ready to conduct information and analytical activities in the structural units of the Armed Forces Ukraine.

The relevance of the study is conditioned by the active development of socio-cultural factors that require qualitatively new requirements for the development of professional competences, including communicative competence of future journalists, taking into account psychological and pedagogical conditions. The purpose of the study is to determine and substantiate the psychological and pedagogical principles in the process of developing the communicative competence of future journalists based on linguocultural studies. The study of the selected issues was based on a system-structural approach using methods of analysis, synthesis, comparison, as well as the method of rising from abstract to concrete. The urgency of the development of communicative competence in the field of humanities has been identified, in accordance with which the opinions on the interpretation of this concept have been investigated. The study defined the communicative competence of future journalists. The necessity of developing communicative competence based on linguoculturology has been clarified. The main psychological and pedagogical principles of development of communicative competence of future journalists are described, which include motivation, professional interest, development of communication skills and maintenance of the level of all types of speech activity. A list of examples of practical tasks to improve the communicative competence of future journalists, which should be used by teachers in teaching certain disciplines, is proposed and substantiated. It was found that the creative component of communicative competence is the key to successful professional growth of every future specialist in the field of journalism. Prospects for further research are focused on empirical proof of the use of the described methods of developing professional competencies of future journalists

The article analyzes the current problems of educational policy in general and outlines the strategies for training future professionals and trends in competency-based training of future professionals in Ukrainian universities as its component. It is emphasized that the competence approach is the main direction of renewal of vocational education in the modern world, which provides a position in the educational process, which contributes to the experience of a holistic systemic vision of professional activity, systemic actions in it, solving new problems and tasks. Analysis of the works of leading scientists of today shows a significant interest in the problems of formation and development of professional competence in higher education, the application of the competence approach in the formation of future professionals; characteristics of competence in the education of foreign countries, the emergence and formation of a competency approach. The vector of higher education development makes it possible to identify a range of trends that confirm the transformation and allow to predict certain changes and design appropriate actions. Among them, we focus on those that are a direct indicator of changes in the organization and construction and conduct of the educational process in higher education institutions, in particular in universities: the accumulation of knowledge; gender policy; humanitarian knowledge; use of available resources; development of paradigms; development of scientific activity; development of the world ICT market; ethno-national processes; media globalization; development of the socio-cultural situation in society; innovation and investment activities, etc. This, of course, is not a complete list, but it is these positions that define the broad panorama of approaches that characterize modern university education. Сompetence (competency) is a dynamic combination of knowledge, skills, values ​​and personal qualities that describe the learning outcomes of the educational / curriculum and is the basis of the qualification of the graduate. Competencies are considered as the powers given to a person, the range of official (and other) rights and responsibilities. Thus, when talking about the implementation of the competency approach, we must outline the expected / obtained learning outcomes in accordance with the assigned qualifications.

The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers. This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.

The work of the student on the course work is the most eff ective form to enhance and optimize the teaching and learning process, a way of strengthening his professional and applied orientation, helps to strengthen the connection of educational process with teaching and research activities, is an eff ective means of intensifying the focus of professional training of the student. To modern specialist society has a long list of requirements, among which important value has the presence of graduates of certain abilities and skills independently to extract knowledge from diff erent sources, to systematize received information, analyze the problem. The formation of such skills occurs during the whole study period. The independent work of students plays a crucial role in the entire educational process. The implementation of the course work contributes to the formation of the subject of cognitive activity, requires the creation of a complex of pedagogical conditions for the development of sustainable, high-quality learning motivation; in it the big role self-mastery of general and professional competences. In “Lebedyansky Commerce and Economic College” is constantly working to improve the quality of education. In the long term, the criterion for assessing the quality of the coursework should be the assessment of the degree of creativity and independence of students when performing this type of research. As creativity is based on cognitive abilities of man and covers the areas of personality, process, result, it will contribute to the development of creative elements of scientifi c knowledge, formation of professional qualities of students. The role of training coursework is particularly relevant in the present time, when educational institutions set the task of formation at students of need to continuous self-education, which supposes the ability for own cognitive activity.

The present study utilized the Delphi method to develop a list of competency areas for counseling professionals practicing with residents of the English-Speaking Caribbean. Thirty-seven counseling experts, predominately those working in school settings in the Bahamas, completed one to three rounds of an interactive survey in which they provided an initial 272 competency suggestions and ranked the importance of each competency area. Through thematic analysis, these competencies collapsed into the tripartite model of multicultural competence: Awareness, Knowledge, and Skills. Final competency lists included importance ratings via Likert-type scale responses to 11 Knowledge areas, 13 Awareness and Attitudes areas, and 24 Skills areas. The cultural and professional significance of these competency areas are analyzed and described. Last, we present strengths and limitations of the current study, alongside implications for practice, advocacy, education/training, and research.

Abstract Background The Accreditation Council for Graduate Medical Education Outcome Project intended to move residency education toward assessing and documenting resident competence in 6 dimensions of performance important to the practice of medicine. Although the project defined a set of general attributes of a good physician, it did not define the actual activities that a competent physician performs in practice in the given specialty. These descriptions have been called entrustable professional activities (EPAs). Objective We sought to develop a list of EPAs for ambulatory practice in family medicine to guide curriculum development and resident assessment. Methods We developed an initial list of EPAs over the course of 3 years, and we refined it further by obtaining the opinion of experts using a Delphi Process. The experts participating in this study were recruited from 2 groups of family medicine leaders: organizers and participants in the Preparing the Personal Physician for Practice initiative, and members of the Society of Teachers of Family Medicine Task Force on Competency Assessment. The experts participated in 2 rounds of anonymous, Internet-based surveys. Results A total of 22 experts participated, and 21 experts participated in both rounds of the Delphi Process. The Delphi Process reduced the number of competency areas from 91 to 76 areas, with 3 additional competency areas added in round 1. Conclusions This list of EPAs developed through our Delphi process can be used as a starting point for family medicine residency programs interested in moving toward a competency-based approach to resident education and assessment.

Several authors warn about the necessity to adapt the university training to the professional needs demanded by society and to consider professional competencies when designing new academic programs. However, a great number of academic programs offered by European universities do not fulfill this requisite, maintaining an important discrepancy between the graduate profile and the professional profile required by society. There have been several experiences in the academic and professional realms to facilitate the integration of both profiles. The aim of the present work was to define which are the competencies of the computer science professionals, that could fulfill the expectations of the organizations requiring their professional services. In order to determine the professional competencies of the computer science professional adapted to the historical context, the competencies emerging from current professional profiles were defined after validation from the groups having real concern in this definition. A search of the professional competencies present in computer science academic programs of renowned educational institutions was conducted, compiling a list of the ones most representative of the professional performance expected in this field. These competencies were analyzed in light of the academic programs aims and then were subjected to examination by employers, faculty, students and graduated professionals. With that information, the professional competencies were defined. To analyze the results, methodology used by Maldonado Rojas (2007: 235-237) was adapted, using frequencies present for each value of a scale codified in interpretation categories. Competencies present in the final proposal were the ones belonging to the interpretative categories equal or higher than the “Satisfactory” level. The study describes the percentage of rating individuals adhering to each option of the list. From the point of view of the research design adopted, it is estimated that the list compiled during the process is appropriate for the professional profile of the computer science professional for the year 2020, since 97,6% of competencies proposed were situated in the interpretative levels of Satisfactory and Optimum. With the 80 professional competencies proposed, it is expected to contribute with the curricula design of the computer science academic programs in Latin American, or to the ones equivalent in other countries.

The paper contains the author’s approach to the development of general competences passport as a result of mastering of secondary vocational education’s basic professional educational program in the aspect of new educational standards implementation. The role and functions of competencies passport have been revealed, the existing approaches to its design are analyzed, and also the author’s own experience related to the passport’s development has been presented. The competencies passport is understood as a reasonable set of requirements to the formation level of competencies which the higher education institution graduates should have after assimilation of main educational programs; it includes classifi cation of common competencies according to their goals, list of common competencies presented in the Third Generation Federal State Educational Standards related to secondary vocational education, as well as indicators and disciplines, which correspond to these competencies and have been focused on their formation.

In modern conditions of development of tourism and hospitality industry and trends of import-substitution there is a need of training of heads of hotel complexes. Set conditions must be taken into account in the preparation of bachelors and masters on the course “Hospitality”. In this regard, the authors study and develop model of the process of preparation of competitive graduates, which identify the main directions of optimization of this process: the necessity of interaction with government agencies and the business community, the need to include in a comprehensive curriculum of preparation of bachelors and masters for the hospitality industry the requirements of employers, industry and corporate standards. In the article there is the analysis of new occupational standards and job functions managers of hotels and heads of departments and divisions of hotels, which show that the main common cultural and professional competences must be formed in the main areas of activities: resource management departments (departments) of the hotel complex; interaction with consumers and stakeholders; monitoring and evaluation of performance of departments (departments) of the hotel complex. Important role in the preparation of bachelors is given to the formation of competences in interpersonal and business communication, willingness to comply with standards of appearance, standards of hospitality and friendliness; ability to customer centricity. In the result of analysis there is proposed modular structure of the comprehensive program of bachelor “Hospitality”, a list of additional common cultural and professional competences, which are necessary to form a competitive graduate who is in demand on the market. The authors determine the main directions of preparation of masters, taking into account the necessity of formation of professional competence of top-managers that cannot only manage the hotel, but also the hotel chain.

The article devoted to the changes in the levels of vocational education and the qualifications of graduates of higher education organizations. Simple parameters of graduates of a single-level Soviet higher school in the form of qualifications – the engineer was understandable to consumers and corresponded to the labor qualifications of workers, primarily enterprises. The transition of Russia’s higher education system to a multilevel system led to the establishment of incomprehensible qualifications for employers such as bachelor’s and master’s degrees for university graduates. It is offered to graduates of higher educational institutions, who have mastered the bachelor and master’s programs, to assign not the qualifications, but the academic degrees of bachelor and master. And for the «recognition» of graduates of various universities to give them an annex to the diploma with a list of formed competencies. Presented the stages of changing educational standards, beginning in 1994. Revealed the inconsistency of professional and educational standards regarding the formulation of requirements for the education of workers. The generalized content of the professional standard of a typical production specialist is disclosed. The levels of qualifications of the Labor Code are given. It is shown that graduates of higher education organizations that do not have professional experience will begin to acquire it for 4 or 5 skill levels. The basic level of qualification of bachelors and specialists is 6, which is confirmed in professional standards. Attention is drawn to the formation in the students of the aggregate of two groups of competences: professional and social, which meets the requirements of professional standards of specialists. To guarantee the quality of training, it is proposed to provide a competence model of graduates for approval and review to employers who will compare it with the official duties of employees of relevant qualification levels or with a professional standard.

AbstractDisaster response demands a large workforce covering diverse professional sectors. Throughout this article, we illustrate the results of a systematic review of peer-reviewed studies to identify existing competency sets for disaster management and humanitarian assistance that would serve as guidance for the development of a common disaster curriculum. A systematic review of English-language articles was performed on PubMed, Google Scholar, Scopus, ERIC, and Cochrane Library. Studies were included if reporting competency domains, abilities, knowledge, skills, or attitudes for professionals involved disaster relief or humanitarian assistance. Exclusion criteria included abstracts, citations, case studies, and studies not dealing with disasters or humanitarian assistance. Thirty-eight papers were analyzed. Target audience was defined in all articles. Five references (13%) reported cross-sectorial competencies. Most of the articles (81.6%) were specific to health care. Eighteen (47%) papers included competencies for at least 2 different disciplines and 18 (47%) for different professional groups. Nursing was the most widely represented cadre. Eighteen papers (47%) defined competency domains and 36 (94%) reported list of competencies. Nineteen articles (50%) adopted consensus-building to define competencies, and 12 (31%) included competencies adapted to different professional responsibility levels. This systematic review revealed that the largest number of papers were mainly focused on the health care sector and presented a lack of agreement on the terminology used for competency-based definition. (Disaster Med Public Health Preparedness. 2015;9:430–439)

research alumni preparedness for the job market. The aim of the study was to analyze alumni competences of the Master`s study program in Human Geography and compare them to job market demands. The analysis of theoretical performance appraisal by competencies indicated the importance of employee competencies. Graduates must be competent in professional erudition, functional flexibility, innovation and knowledge management, human resource mobilization, international orientation etc. The Master study program of Human Geography at KU has been successfully operating since 1998, and the Ministry of Education, Science and Sport included it in the list of the unique study programs in the Republic of Lithuania. In order to ensure that the competencies of the students could correspond to the labor market, the developers and renewers of the study program must regularly listen to the feedback of the graduates, who completed this program. A qualitative focus group study was conducted in order to reveal a reflection of graduates and their appraisal for better matching of the program to labor market needs. Empirical data were collected during the alumni round table discussion. The study involved 10 alumni and qualitative content analysis was performed to analyze the empirical data. After analyzing the data of the interview-discussion research, the following 7 categories were distinguished: Project preparation competence – one of the most important competencies of the master’s study program; GIS program management competence formation and application in work activities; International orientation, foreign language skills open more opportunities; Information, literature search and competences of literature analysis; Tendencies of adaptability of students competencies in practical and work activities; Unawareness of the profession of human geography in society; Suggestions for better compliance of alumni competencies with the labor market. The interview-discussion statements of the research participants were concentrated in the following main subcategories: Academic worldview formation (s); Strong alumni foreign language competence; Application of competencies shows wide multifunctionality of the study program; Importance of application of competencies is unquestionable; Project preparation competence is successfully applied or has a strong potential for application in work activities in the short and long term; Literature analysis; Information, literature search, etc. The content of all categories and subcategories is localized at a positive level of matching labor market to graduates’ competencies. Keywords: alumni, job market, human geography, master’s study program, content analysis.

A competency-based curriculum involves defining set knowledge, skills, and values for a particular education. Many technical undergraduate majors have developed a list of competencies for evaluation, assessment, and improvement of higher education curriculum. This national Delphi study is the first concise list of competencies described for a horticulture curriculum. A sample of horticulture educators within the United States (n = 22) were selected as experts in horticulture education and curriculum improvement through an e-mail requirement letter sent to university chairs. Information on age, teaching position, and bachelor's degree earned by panel member and department size was collected and it was determined these factors did not impact the panel members' decision on ranking competencies. The three-round Delphi study results provide a list of competencies considered to be important or not important in the general horticulture education field. The final compilation of competencies describes a total of 108 specific learning outcomes, with 41 horticulture technical competencies, 34 life science technical competencies, and 33 professional competencies. Overall, this competency skills list may be useful for future assessment and development of horticulture curricula.

The modern labor market requires a new approach to determining the necessary competencies of a sought-after specialist. The concept of dividing skills into soft skills and hard skills is reflected in the structure of employers' requirements for potential employees. The author analyzes the list of the most popular competencies of a modern specialist.

Background: Residency programs are facing significant restructuring through the “Competence by Design” (CBD) framework proposed by the Royal College of Physicians and Surgeons of Canada (RCPSC). Our goal was to establish the competencies to be acquired during the transition to a senior role within Internal Medicine (IM) training. Methods: Using a modified Delphi technique, practicing IM physicians and recent graduates were polled to develop consensus on the required competencies to effectively transition from junior to senior medical resident. Participants rated each competency on a three-point Likert scale. Each competency was linked to an Entrustable Professional Activity (EPA) identified by the RCPSC IM Specialty Committee.Results: A total of eighteen participants took part in item generation (16% response rate) and nineteen in the initial ranking with seventeen completing all three iterations (89% completion rate). Eighty-three competencies were identified during questionnaire development. A final list of seventy-seven competencies reached consensus after three rounds. Most competencies matched to core of discipline EPAs.Conclusion: This consensus-based list of competencies will help create a framework and tools for the assessment of junior residents as they prepare to transition to the role of senior in the new CBD curricula for IM trainees at our institution.

We consider the professional competence of a future teacher of computer science as: the purpose of professional training on the educational program “Secondary education (computer science)”; professional and personal characteristics of a motivated personality; the ability of an individual to apply fundamental knowledge according to the subject of professional activity; readiness of an individual to perform professional duties; prerequisite for personal and professional development. Professional competence is a dynamic formation distinguished between the professional competence of a future teacher as of a graduate and of the one, who is already a teacher. Speaking of the formation of a competence, we mean mastering it at a certain level. In particular, in the course of higher education we distinguish purposeful formation. Its further development is carried out after obtaining a qualification, in the process of professional activity. The components of this competence are general (pedagogical) and special (subject) competencies, the latter reflecting the specifics of the teacher’s activities in teaching and learning a particular subject. In this list we highlight the methodological competence. This phenomenon is difficult, because the question of developing a unified approach to the interpretation of content and structural components remains open, but these features are not fundamentally different. They emphasize the uniqueness of pedagogical activities. The formation of professional competence is defined as a purposeful process for: mastering fundamental, integrated, systematic knowledge of Pedagogy, Psychology, Computer Science as a basic science and methods of its teaching; strengthening the motivational and value principles of continuous self-education and self-improvement, creative and responsible attitude to the profession; formation of skills to apply the acquired knowledge in practical situations that simulate professional activity; enrichment of professional experience, which should be formed in the institution of higher education at a minimum level; development of professionally significant personal qualities. The peculiarities of this process are due to the requirements of employers, the ideas of implementation in practice of psychological and pedagogical innovations and modern technologies, specified by the specifics of teaching the subject.

ABSTRACT Professional isolation appears to be associated with underperformance. We developed a set of professional isolation indicators and asked 26 experienced members of the Medical Council of New Zealand’s Competence Advisory Team, composed of senior medical educators and performance assessors, to list and describe indicators of professional isolation and ascribe a weight to each. We wanted to know if doctors found to be underperforming were more professionally isolated than those performing satisfactorily. The difference between the sample and the control group was significant: doctors underperforming were more professionally isolated than their peers. This paper should be regarded as an early communication of an interesting, but still unproved, hypothesis.

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.

Examined is the problem of the content of educational standards of various levels of training: secondary vocational education (SPO), bachelor’s degree, specialty, master’s degree. Shown by the example of one enlarged group of specialties and directions, that the standards do not differ much after the changes in 2020. Noted is, that educational programs will differ after the educational organization determines the training profiles and professional competencies. Proposed is to develop generalized standards for all levels of higher education and to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use. Also proposed is to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use.

En este trabajo se presenta el perfil que deben tener los docentes de bachillerato en el área de Humanidades y Ciencias Sociales conforme las inquietudes expresadas por los estudiantes de una escuela pública vespertina del Poniente de Mérida. Se elaboró un instrumento en escala Likert con 48 ítems que midió doce competencias obtenidas de los trabajos de connotados investigadores y de la literatura oficial mexicana que sirvió como referente. El cuestionario empleado para esta investigación fue piloteado y validado por jueces, en su confiabilidad reportó 0.94 de alfa de Crombach.Cada vez se torna necesario crear perfiles para puestos laborales, como es el caso de la docencia, a fin de crear parámetros observables de actuación profesional. En los perfiles se detallan las dimensiones de actuación y los descriptores que dictaminan el modus operandi del quehacer áulico. En el modelo por competencias estos perfiles señalan las actitudes, habilidades y conocimientos que son deseables en un docente. Estos perfiles dan la pauta para hacer una adecuada evaluación de la docencia. Los resultados se analizaron a través del software estadístico SPSS v.21, mediante frecuencias y porcentajes y comparación de medias. En la interpretación se discriminó en favor de los polos positivos que implicaban la elección racional del alumno de la competencia docente. Se encontró que todas las competencias fueron importantes, mas no todos los descriptores resultaron del agrado de los alumnos. Al final se presenta un listado con las competencias mejor evaluadas: preparación académica, comunicación asertiva, liderazgo, evaluación y ecología educativa. This paper explains the profile that teachers in high school should have in the field of humanities and social sciences according to the aims expressed by the students of a public night high school in the West of Merida. Students were asked to complete a 48-item questionnaire designed on a Likert scale with a view to measuring twelve competences obtained from the work of prestigious researches and the official Mexican documents used as a referent. This questionnaire was validated by judges, had a pilot test and a Cronbach's alpha of 0.94. It is increasingly more necessary to create job profiles, including those for the teaching profession, with a view to establishing parameters for professional development. Those profiles should detail the dimensions which the job addresses and the descriptors which adequate teaching practice should include. In the education model by competences these profiles present the attitudes, abilities and knowledge that a teacher should have. These profiles also provide guidelines to undertake accurate teacher assessment. The results were analysed with the statistical software package SPSS v.21 and frequencies, percentages and comparison of means were obtained. The interpretation especially addressed students’ positive opinions regarding what teaching competence should be. The study found that all the competences were important, but not all the descriptors satisfied the students’ expectations. This study also shows a list with the most popular competences for teaching: academic background, assertive communication, leadership, evaluation and educational environment.

Abstract Along with the growing dynamics of technological changes in production in the perspective of the development of 4.0 industry, there are changes in the structure of employment and professional qualifications of employees. The development of cyber-physical production systems (CPPS) entails an increase in the demand for engineers. Industry 4.0 is a new megatrend in production. In the second decade of this century, the concept of Industry 4.0 gained importance thanks to the policy of the German government and gradually penetrated into other countries. Enterprises, in addition to traditional production organization, started realizing of cyberphysical production lines as well as smart factories. New production solutions based on IT and robotics technologies using IoT the need for new employee competencies. On the market there is still a growing demand for IT specialists, and there is a demand for engineers 4.0, that is employees with new technical competences, able to control and service CPPS.This publication attempts to present the scope of changes in employment and presents the profile of professional qualifications of engineer 4.0 in a metallurgical enterprise. The list of new skills for an engineer 4.0 employed in an metallurgical enterprise is presented in this article by authors.

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Mathematics as a classical subject has played an important part in higher education until now, especially in engineering education. The introduction of mathematics IT programmes<span style="mso-spacerun: yes;">&nbsp; </span>(MathCad, MathLab, Matematica, Maple&hellip;) in labour market caused the reduction of the practical application of the classical mathematics, therefore it is important to draw attention to the development of mathematical competences. The theoretical part of the paper deals with the notion of competence, its aspects and types, considers the question of the essence of<span style="mso-spacerun: yes;">&nbsp; </span>mathematics, examines </span></span><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">general competences driven teaching of mathematics, describes </span><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">organisational model underlying the curriculum in mathematics that is based on the division of the content of mathematics into levels. The paper describes the main issues of the development of teaching of mathematics discussed by European mathematicians (SEFI Math Working Group).<span style="mso-spacerun: yes;">&nbsp; </span></span><span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The paper presents the results of the ERDF<span style="color: #006600;"> </span>project <span style="mso-bidi-font-style: italic;">&ldquo;Cross-border network for adapting mathematical competences in the socio-economic development (MatNet)&rdquo;, which studied</span> <span class="hps">the role of mathematics</span> <span class="hps">in today's</span> <span class="hps">labor market</span> <span class="hps">in the context of<span style="color: red;"> </span>modern</span> <span class="hps">education (</span>&ldquo;<span style="mso-bidi-font-weight: bold;">Mathematics in professional activities</span>&rdquo;)<span class="hps"> and the role</span> of mathematics <span class="hps">in studies at the Latvia University of Agriculture (LUA) and Siauliai University in Lithuania (</span>&ldquo;<span style="mso-bidi-font-weight: bold;">Mathematics in professional studies</span>&rdquo;).<span style="mso-spacerun: yes;">&nbsp; </span>The paper describes the LUA experience in integration of IT programmes in the study process of mathematics, as well as the experience of organizing the self-directed study of mathematics&rsquo; practical application based on didactic approach and e-learning features.</span></strong><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal" /> <w:LsdException Locked="false" Priority="9" SemiHidden="false" 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AbstractIntroduction: The paper discusses the term cognitive competence of foreign language teachers and focuses on their application in practice. It also deals with possible impact of cognitive competences on choice of teaching methods. The paper identifies a list of the cognitive competences which are both expected and needed when conducting English lessons.Methods: For the purposes of the survey, the qualitative method of direct observation was chosen. To maximise valid information about the taught lesson, identical observation and self-evaluation sheets had to be designed first. The findings are analysed, compared, and conclusions drawn for school practice.Results: The survey data show which cognitive competences the teachers of English language use the most and the least when the teaching of pre-intermediate learners from two grades was observed at lower secondary school. The main findings also highlight the necessity of using a wider variety of more up-to date teaching methods and approaches suitable for both target grades of learners, in contrast to still prevailing traditional ones.Discussion: It needs to be admitted that the authors of this paper are not aware of works which deal with similar research of cognitive competences. Though many authors write about social, key and teaching competences in general, cognitive competences are still a kind of Pandora’s box. It is recommended both that deeper research be undertaken in this field and that teachers pay more attention not only to relevant theoretical knowledge within, for example, courses of continual professional development, but also to the impact on their learners’ performance of the cognitive competences being used.Limitations: The authors are aware of the limited number of observed lessons due to objective reasons such as the reluctance of some teachers to participate in the survey. The survey sample of four observed lessons is too small to enable definitive, generalisable statements to be made about the use of cognitive competences and the appropriateness of teaching methods. Additional, observed lessons would yield more valuable and valid results.Conclusion: The survey proves that cognitive competences are a necessary part of teachers’ personalities and abilities and their usage can depend on the proficiency level of learners of English language. The authors assert that the topic of cognitive competences and their impact in foreign language teaching has still not been explored in detail. It is an interesting area involving active metacognitive and cognitive functions influenced by many factors which tend to change according to the teacher’s historical context. This idiographic survey for the purposes of a graduation thesis carried out in a small town school can be regarded as a modest contribution to the topic.

Abstract Competency concerns the knowledge, skills, and abilities needed to perform specific job tasks. In the field of recreational therapy (RT), four documents from the certification (NCTRC), accreditation (CARTE), and professional association (ATRA) broadly identify areas of competency for RTs. While broad competencies are defined, no specific competencies (i.e., diagnoses, assessments, interventions, theories) are identified. Sixty-seven RT experts, including 10 verified older adult experts with greater than five years experience and peer-reviewed publications, participated in three rounds of a Delphi study to gain content consensus. After experts in each setting identified key terms in the first round, experts reviewed the consolidated list twice to generate the final competency list. Next, all certified recreational therapists were invited to rate the extent that each competency item is being used in RT practice; the extent of their knowledge/skill for each item; and the degree of interest in gaining more knowledge/skill. A total of 1377 recreational therapists participated in the study (88% females, 11% male, 1% non-disclosed) with participants ranging in age from 20-60+ years of age. The study’s findings related to specific diagnostic populations served; interventions/modalities, techniques, standardized assessment tools, and theories utilized; education, training, and counseling topics in treatment; and on-the-horizon treatment and issues. This comprehensive two-part multi-year study is the first to explore current RT practice at a micro-competency level. In the effort to improve practice, these specific competencies necessary for RT practice with older adults are significant to both educators and practitioners in future curriculum and professional development efforts.

The article is devoted to the problem of formation of pedagogical competency of masters of IT-specialties in conditions of reforming of higher professional education and introduction of modern educational information technologies. The theoretical analysis of the approaches of scientists to the definition of basic concepts within the framework of the competency educational paradigm, the establishment of the composition of competency and its evaluation is carried out. It is determined that pedagogical competency is a component of professional competency - integrative quality of personality, which is formed through the development and assimilation of the totality of pedagogical competency’s and characterizes possession of them. Pedagogical competency is considered as a predetermined social requirement for interdependent personality traits in relation to subjects and processes centered around teaching activities necessary for its effective implementation. In the structure of the pedagogical competency of masters of IT-specialties, the motivational-value, operational-cognitive, social-personal components are singled out and a list of pedagogical competencies is developed, the mastering of which promotes their formation. The role of the means of modern educational information technologies in the formation of the pedagogical competency of the future specialists of IT-specialties in the conditions of the magistracy is determined and theoretically substantiated. There are proposed measures to increase the motivation of masters of IT-specialties to study the disciplines of the pedagogical cycle and to the future pedagogical activity by forming pedagogical competencies based on already mastered professional IT-competencies. The expediency of strengthening the pedagogical preparation of masters by studying the theoretical and practical principles of the development of methodical support for the teaching of professional disciplines and sections related to modern educational information technologies is shown. Methodical approaches aimed at increasing the theoretical and practical readiness of masters of IT-specialties for pedagogical activity in higher education institutions using the means of LMS-system Moodle and active teaching methods are considered. The proposed methodological approaches to the teaching of the disciplines of the pedagogical cycle were introduced and their influence on the improvement of quality of pedagogical preparation of masters of IT-specialties was experimentally confirmed using diagnostic tools to assess the formation of components of pedagogical competency.

This paper reports on an action-research study with a dual purpose: (1) to design a PSI training programme adapted to the needs of the City of Québec’s public healthcare institutions, and (2) to assess its contribution to the development of trainees’ PSI competences. The course was designed adapting ÉSIT’s special regime methodology to PSI training, and delivered to a group of non-professional interpreters (N=23). The evaluation was undertaken qualitatively, through two focus groups (n=11). The data collected was submitted to content analysis and contrasted with the trainer’s action-research report. Findings reveal (1) that the special regime methodology can be applied to PSI training programmes, if combined with pedagogical approaches adjusting it to the group’s needs, and (2) that trainees’ preconceptions about PSI add up to the list of challenges of training non-professional longserving interpreters. Our concluding remarks present several recommendations on how to overcome the detected difficulties.