EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION
Introduction. Dynamic changes in the modern world, rapid development of innovative technologies, increasing amount of information have updated the requirement of implementation of the concept “lifelong education” which has to replace the classical “final” education that had existed over the centurie...
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| Language: | Russian |
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Russian State Vocational Pedagogical University
2018-06-01
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| Series: | Образование и наука |
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| Online Access: | https://www.edscience.ru/jour/article/view/968 |
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| author | N. A. Rybakina |
| author_facet | N. A. Rybakina |
| author_sort | N. A. Rybakina |
| collection | DOAJ |
| description | Introduction. Dynamic changes in the modern world, rapid development of innovative technologies, increasing amount of information have updated the requirement of implementation of the concept “lifelong education” which has to replace the classical “final” education that had existed over the centuries. However, full implementation in practice of a new educational paradigm is interfered by the lack of evidence-based means and ways of support for gradual development of the personality potential upon transition from one education level to another.The aim of this article is to present the essence and structure of educational competence as an invariant of lifelong education which enables to provide continuity between the process of knowledge and improvement of practical skills at all its stages.Methodology and research methods. The methodological framework of the research involves the theory of contextual education, and competency-based approach that establishes the conceptual principle for pedagogical models at different levels of the educational system. As the main research methods were used: analysis, synthesis, generalization; modeling and designing pedagogical objects.Results and scientific novelty. The invariant structure of the theoretical construct “educational competence” is described and proved; this structure is considered as a basic unit of lifelong education and, under the unitary approach, provides consistent personal, cultural and professional development of a student at school, higher education institution and centers for additional education. Cognitive, social and reflexive components of educational competence integrated in the continuous educational process serve as an efficient tool for successful competence development required by Federal State Educational Standards. The application of these invariant components, as a whole, enables the individual to “switch” from academic activity to practice-focused, educational-professional preparation and professional activity. The competencecontext model of learning and education was designed in order to master the technique of educational competence application by students in general schools as one of the stages of the lifelong learning system.Practical significance. The presented materials can be used by researchers engaged in the development and realization of lifelong education technologies as well as education administrators and teachers interested in quality and efficiency improvement of their professional activity. |
| format | Article |
| id | doaj-art-137886b21ed047ed91c4dce6b84b2656 |
| institution | Kabale University |
| issn | 1994-5639 2310-5828 |
| language | Russian |
| publishDate | 2018-06-01 |
| publisher | Russian State Vocational Pedagogical University |
| record_format | Article |
| series | Образование и наука |
| spelling | doaj-art-137886b21ed047ed91c4dce6b84b26562025-02-03T11:51:52ZrusRussian State Vocational Pedagogical UniversityОбразование и наука1994-56392310-58282018-06-01205325510.17853/1994-5639-2018-5-32-55714EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATIONN. A. Rybakina0Education Development Center of Samara City DistrictIntroduction. Dynamic changes in the modern world, rapid development of innovative technologies, increasing amount of information have updated the requirement of implementation of the concept “lifelong education” which has to replace the classical “final” education that had existed over the centuries. However, full implementation in practice of a new educational paradigm is interfered by the lack of evidence-based means and ways of support for gradual development of the personality potential upon transition from one education level to another.The aim of this article is to present the essence and structure of educational competence as an invariant of lifelong education which enables to provide continuity between the process of knowledge and improvement of practical skills at all its stages.Methodology and research methods. The methodological framework of the research involves the theory of contextual education, and competency-based approach that establishes the conceptual principle for pedagogical models at different levels of the educational system. As the main research methods were used: analysis, synthesis, generalization; modeling and designing pedagogical objects.Results and scientific novelty. The invariant structure of the theoretical construct “educational competence” is described and proved; this structure is considered as a basic unit of lifelong education and, under the unitary approach, provides consistent personal, cultural and professional development of a student at school, higher education institution and centers for additional education. Cognitive, social and reflexive components of educational competence integrated in the continuous educational process serve as an efficient tool for successful competence development required by Federal State Educational Standards. The application of these invariant components, as a whole, enables the individual to “switch” from academic activity to practice-focused, educational-professional preparation and professional activity. The competencecontext model of learning and education was designed in order to master the technique of educational competence application by students in general schools as one of the stages of the lifelong learning system.Practical significance. The presented materials can be used by researchers engaged in the development and realization of lifelong education technologies as well as education administrators and teachers interested in quality and efficiency improvement of their professional activity.https://www.edscience.ru/jour/article/view/968lifelong educationinvariant result of educationeducational competencetheory of context-based learningcompetence-context model of learning and education |
| spellingShingle | N. A. Rybakina EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION Образование и наука lifelong education invariant result of education educational competence theory of context-based learning competence-context model of learning and education |
| title | EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION |
| title_full | EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION |
| title_fullStr | EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION |
| title_full_unstemmed | EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION |
| title_short | EDUCATIONAL COMPETENCE: THE ESSENCE AND PEDAGOGICAL MODEL OF FORMATION IN THE CONTEXT OF LIFELONG EDUCATION |
| title_sort | educational competence the essence and pedagogical model of formation in the context of lifelong education |
| topic | lifelong education invariant result of education educational competence theory of context-based learning competence-context model of learning and education |
| url | https://www.edscience.ru/jour/article/view/968 |
| work_keys_str_mv | AT narybakina educationalcompetencetheessenceandpedagogicalmodelofformationinthecontextoflifelongeducation |