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ABSTRACT
Profile training, as outlined in the Concept, is a means of differentiation and individualization of training, allowing more
full consideration of the interests, inclinations and abilities of students, creating conditions for learning in accordance
with their professional interests and intentions for subsequent education. To understand the essence of the goal, one
should, first of all, understand the history of the issue, the search for ways to implement it and the opportunities that
open up in the new conditions of education.
KEYWORDS
Training and production plants, communication skills, ability to learn, evaluate, think logically, select and use
information, social and professional mobility.
INTRODUCTION
The problem of differentiation of education most
clearly faced the Soviet school during the transition to
universal secondary education. The so-
called “general
secondary education” itself ranked students according
to their level of performance, i.e., in the senior classes
both those who mastered the program and those who
had long ago settled on the program of previous
classes studied. It was not customary to talk about this,
but it was so. The actual situation required both
Research Article
COMPETENCE-BASED APPROACH TO PROFILE TRAINING
Submission Date:
June 16, 2024,
Accepted Date:
June 21, 2024,
Published Date:
June 26, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue06-17
Risbay Xaydarovich Juraev
Academician, Doctor of Pedagogical Sciences at Uzbek Scientific Research Institute of Pedagogical Sciences,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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organizational and didactic resolution. It suggested
three options:
-the first is the opening of specialized specialized
schools or classes in a general education school;
-the second is the allocation of extracurricular hours
for elective classes. It was assumed that during this
time students would be able to realize their core
interests;
- third - labor training for high school students was
taken out of the school walls into specialized training
and production plants, where, in the opinion of
modern pedagogical thought of that time, students
could form and then realize their professional
interests.
Unfortunately, the theoretical predictions were not
fully justified. Specialized schools and classes
differentiated children on a social basis to a significant
extent (the schools were staffed with children of
Soviet, party, and economic workers).
In a comprehensive school, elective hours were
distributed as additional workload for full-time
teachers and were spent not on deepening knowledge,
but as additional classes for underachieving students.
The workshops of training and production plants were
staffed formally, often by drawing lots. The
effectiveness of forming the professional intentions of
students in such plants was practically absent.
A short historical excursion allows us to state a fact.
The paradigm of the predominance of public interests
over personal interests did not justify itself in at least
two respects:
1) the psychophysiological structure of a person is
formed and developed individually, and it often does
not coincide with the formally and forcibly chosen
training profile. Having become an adult, a person
understands that this is not his profession;
2) training and production plants, as a rule, offered
training in mass professions experiencing a shortage of
workers, and every young person dreams of realizing
his abilities in one or another unique professional
activity. That is, the times of restoration of the national
economy, when the enthusiasm of the entire people
was manifested, are over. The senseless long-term
exploitation of enthusiasm, especially of young people,
is inherently criminal; it leads to crisis phenomena in
society, which is what happened in the Soviet Union.
At the turn of the 1990s. New types of educational
institutions (colleges, gymnasiums, lyceums) were
legislatively opened in the country and, to some
extent, the variability of educational programs was
established. Basic educational subjects, mandatory in
all educational profiles, and specialized subjects, which
logically should be taught not by school teachers, but
by people competent in this profile, were approved.
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This is how the new concept of “competency
-based
approach” entered the pedagogical thesaurus.
To more specifically understand the essence of the
new concept, let us turn to the law. “On Education”,
which defines the main goal of specialized training - the
formation of personality, and in subsequent
professional education - the formation of the
personality of a specialist. The concept of
modernization of education clearly defines the goal of
vocational education as the preparation of a qualified
worker of the appropriate level and profile,
competitive in the labor market, competent,
responsible, fluent in his profession and oriented in
related fields of activity, capable of effective work in
specialties at the level of world standards, ready for
constant growth, social and professional mobility.
Such a formulation of learning goals requires a
theoretical justification of the didactic conditions of
the educational process in a specialized school based
on a competency-based approach. Didactic conditions
dictate the need to improve and develop the goals,
content, principles and methods of teaching. To set
learning goals within the framework of this approach,
it is necessary to distinguish the concepts of
“competence”, “competence”, “qualification” and
show the connections between them.
In pedagogy, the designated terms were encountered
indirectly and were used indirectly, despite the fact
that the learning process itself, by definition, is aimed
at practice, production, technology, and mastering
labor techniques. Therefore, they were interpreted
differently, although the “principle of subordinating
knowledge to skill and practical need” appeared in the
period when, at the turn of the 16th-17th centuries.
there was a need to apply science to industrial
technologies. This played a decisive role in the
formation and development of all pedagogical thought
of the “new time”. It is in this sense that the principle
of Ya.A. should be understood. Comenius, “...so that
everything is done through theory, practice and
application” [1, p. 21].
In I. Ozhegov’s dictionary, “competent is someone
who is knowledgeable, knowledgeable, authoritative
in some field, and has competence. Competence is a
range of issues in which someone is knowledgeable."
Therefore,
competence
includes
several
competencies.
These concepts are given more fully in the dictionary of
professional
education
by
S.M.
Vishnyakova.
“Competence (from the Latin
competens
-
appropriate, capable) is a measure of the
correspondence of the knowledge, skills and
experience of persons of a certain professional status
to the real level of complexity of the tasks they
perform and the problems they solve. In contrast to
the term “qualification”, competence includes, in
addition to purely professional knowledge and skills
that characterize qualifications, such qualities as
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initiative, cooperation, ability to work in a group,
communication skills, ability to learn, evaluate, think
logically, select and use the information.
During the Soviet period of development of industrial
production, a qualification approach to specialist
training developed; most likely, this was facilitated,
firstly, by the shortage of qualified workers and,
especially, engineering and technical personnel;
secondly, the lack of competition for goods on the
domestic market, and, as V.D. notes. Shadrikov, “...the
task of the education system was to train specialists in
mass, stable production with unchanging technology
and a constant range of products” [3, p. 31]. Therefore,
as V.I. rightl
y notes. Bidenko, “qualification means the
predominance of framework activities in stable
professional fields and algorithms. ...The qualification
approach assumes that the professional educational
program is linked, as a rule, to objects (subjects) of
labor, correlates with their characteristics and does not
indicate what abilities, readiness, knowledge and
attitudes are optimally associated with effective life
activity person in many contexts" [4, p. 10-11].
In a market economy, the situation has changed
fundamentally: technologies are constantly being
improved, production is market-oriented. It requires a
specialist who is able to adequately respond to market
demands and be active in helping to improve
production. Therefore, as emphasized by F.T.
Shageeva, V.G. Ivanov, L.L. Nikitin, a more realistic
measure of designing vocational training is not
qualifications, but professional competence. It
presupposes
a
higher
level
of
professional
preparedness and includes “qualification components:
knowledge, abilities, skills, professionally important
qualities,” and competencies meet the requirements
of “floating” professional boundaries, the dynamics of
professions, their globalization, and the destruction of
professional silos.
The indicated opinions reflect the essence of the
competency-based approach in the training of future
specialists, which boils down to the fact that the goals
of their training are competencies and general
competence.
In general, the need for a competency-based approach
in the process of specialized training is clear, but its
interpretation in pedagogy has not been established.
Many didactics interpret both the concepts themselves
and the approach differently. F.V. Frolov, D.A.
Makhotin note that competence is understood as an
integrated characteristic of personality qualities, the
result of training a university graduate to perform
activities in certain areas. It is expressed in readiness to
carry out any activity in specific professional (including
problematic) situations.
F.T. Shageeva, V.G. Ivanov, L.L. Nikitin defines these
concepts more specifically, which makes it possible to
evaluate them at the stage of training specialists. They
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adhere to the position that assumes that professional
competence is a characteristic of a specialist’s
personality, expressed in the unity of theoretical
knowledge and practical preparedness of a graduate,
his ability to carry out all types of professional
activities, determined by the standard in the direction
or specialty. Considering professional competence as a
systemic integrative unity of cognitive and activity
components, they note that it cannot be reduced
either to individual personality qualities or their sum, or
to individual knowledge, skills and abilities. It not only
reflects a person’s potential,
but also allows him to be
successful professionally. Competencies act as
components of professional competence, allowing it
to be implemented in practice.
Thus, adhering to the position of these authors, we can
assume that specialized training is designed to form
individual specialized competencies. When studying at
school, it is necessary to develop in students not only
professional, but also social-personal and general (key,
basic, universal, transdisciplinary, meta-professional,
transferable, trans-professional, nuclear, academic,
etc.). Naturally, any educational process forms and
develops the entire possible arsenal of human
qualities, however, emphasis is always placed in
different types of educational institutions on the
formation and development of specialized qualities,
abilities, skills, which is ultimately reflected in profile
competencies. Therefore, it is necessary to consider
what is meant by professional competence in order to
understand the meaning of the competency-based
approach in a specialized school. In the most general
understanding, competence is a subject area about
which an individual is well aware and in which he shows
readiness to perform activities.
IN AND. Bidenko, analyzing foreign literature, notes
that professional competencies are the readiness and
ability to act expediently in accordance with the
requirements of the case, to solve tasks and problems
in a methodically organized and independent manner,
as well as to self-
evaluate the results of one’s activities.
The concept of competence includes the concepts of
“ability” and “readiness”, between which there is a
difference. Ability is often understood as the ability to
perform any action or an individual predisposition to
any type of activity. The concept of “readiness” is
characterized to a greater extent by a process (activity)
aspect -
“prepared for use.” In addition, readiness also
presupposes agreement, a desire to do something, i.e.,
it also includes aspects of a person’s motivation
(formed internal motivation to do work).
In addition, it is the ability and readiness that
determine success in professional activity, therefore
they are often used to express the professionally
important qualities of a specialist.
Andreev V.I. emphasizes that any competence begins
with the word “be able”, since the basis of
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competence is ability. However, not only skills are
important, but also knowledge, abilities corresponding
to this competence, personal qualities and even
experience in creative activity. Competence is an
integral indicator, th
e degree, of an individual’s
readiness (including positive motivation, knowledge,
skills, abilities and experience of creative activity),
which manifests itself, develops and is implemented in
solving a certain set of educational, professional and
other tasks.
Consequently, the goals of specialized training are the
formation and development of competencies that are
most characteristic of a given professional area. The
closest thing to the didactic formulation of the learning
goal is the definition of V.I. Andreev, therefore we
consider it possible in the future to rely to a greater
extent on this interpretation of competence.
An analysis of works on pedagogy and psychology of
secondary and higher vocational schools showed that
the goals of training a competent specialist are
determined by his model.
The specialist model, as noted by V.P. Bespalko, “... this
is any description that displays in one way or another
the basic qualities, properties and abilities of a person,
correlated with certain conditions of his future
functioning.” Therefore, the goals of training in a
specialized school can be presented in the form of a
competency model of a potential specialist in a given
profile.
It should be noted that V.D. Shadrikov also presents
the specialist model through competencies. V.G.
Katashev, speaking essentially about the same thing,
emphasizes the need for each student to have a
personally oriented program, according to which the
student will know what he has to achieve during the
individual stages of the entire period of study. It also
reflects the competency model, but not of a specialist
in general, but individually for a specific student.
To build such a model, it is important not only to
identify the necessary competencies, but also to
determine the possibility of developing them in each
student in a specialized school.
In order to assess the indicators of competence in the
educational process, let us return to the concept of
competence. As already noted, profile competencies in
the form of knowledge, abilities, skills are determined
by the qualities of a person, his abilities, experience of
specialized activities, which are specified by a specific
industrial production, and the professions of this
production denote professionally important qualities
that ensure success in future professional activities.
So, in the pedagogical literature, in the sociology of
labor, and engineering psychology, there are, at first
glance, synonymous concepts of “professionally
significant qualities” and “professionally important
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qualities,” but is this so? The analysis shows that
professionally important qualities are determined by
the professionography of a particular profession, and
they are necessary to perform one or another
professional activity.
Professionally significant qualities depend on the
psychophysiological characteristics of the individual
and develop consciously. They strategically form the
professional “I
-
concept” of the individual, which will
allow a person to realize himself most fully in his future
professional life.
Psychologists define the content of professionally
significant qualities as the individual qualities of a
subject that influence the success of mastering
professional knowledge, work techniques and the
subsequent effectiveness of professional activities.
Professionally significant qualities are reflected in
abilities. Yu.P. Povarenkov, revealing the content of
the psychological concept of becoming a professional,
notes that abilities fully reflect the content of the
concept of “professionally significant qualities” of an
individual, but at the same time, activity is interpreted
more broadly. This is not only professional activity of
conscious professional development in the process of
specialized training, mastering a profession, but also its
various forms, as well as social and professional
adaptation, building a professional career.
At this stage, it is necessary to more specifically
differentiate the concepts that characterize the profile
of training, since it itself already denotes a certain
professional orientation. This means that in the
process of learning, students form and develop not
only personal qualities, but also professionally
significant ones. That is, the learning process in a
specialized school is aimed at identifying, forming and
developing professional qualities characteristic of the
chosen profile.
Here it is necessary to emphasize that the subject of
this study designates a specialized technical school,
which is or potentially predicts the training of its
students in a higher technical school. That is, the
analysis concerns to a greater extent the formation
and development of professionally important qualities
characteristic of knowledge-intensive workers and
engineering professions.
Summarizing, at this stage, the above, it is important to
more clearly distinguish between the analyzed
concepts of
“professionally significant qualities” and
“professionally important qualities”.
A person’s personal qualities begin to form from an
early age, and they are especially evident in play. Game
is the main stimulator of personality formation and
development; the basic needs, interests, and needs of
the teenager are satisfied in the game. In a traditional
school, didactic means, as a rule, are far from play;
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students are told, shown, demanded of them, they are
convinced, their activities are controlled, approved or
condemned. In gaming activities, the important thing
is that the same didactic means become internal
didactic means of role-playing games; they appear
naturally and are perceived organically. Roles in the
game often change and provide an opportunity for the
formation and development of a wide variety of
personal qualities. The task of teachers of a specialized
school is to observe the change in the activities of
teenagers, their games, to offer them new roles,
without forcing or reproaching them for inconstancy,
but when a more stable passion for any activity
appears, to stimulate competition, participation in
specialized competitions and, as they develop,
celebrate professionally significant personal qualities.
In other words, the concept of “professio
nally
significant qualities” comes from the individual, that is,
in the process of formation and development of a
person’s
personal
qualities,
those
that
are
professionally significant are identified. On the other
hand, how to determine whether they are significant
for one or another profile or not? Apparently, it is
necessary to proceed from the requirements for a
person imposed by a particular profession. This logic
makes it possible to distinguish these concepts and use
them for a didactic explanation of the process of
specialized training. It turns out that the development
of professionally significant personality traits is
focused on qualities that are professionally important
for one or another profile and, ultimately, are
projected onto professional competencies. This is the
meaning of the competency-based approach to
teaching in a specialized school.
Professionally important qualities have been studied in
many works. As a rule, they examine in detail
professions associated with the most striking
manifestation of human qualities important for the
profession (cosmonauts, pilots, strategic military
personnel, navigators, etc.). A large number of works
are devoted to the study of important qualities for the
teaching profession. In recent years, important
qualities for specialists in the fields of economics,
management, and tourism have been intensively
studied.
For blue-collar and engineering specialties, important
qualities have been identified in the oil and engineering
industries, but they are expressed as a set of qualities
that include general professional qualities, such as the
ability to make decisions, pose questions, formulate a
problem, etc. ., and specific professionally important
qualities, for example: the ability to draw up kinematic,
circuit diagrams, wiring diagrams, read them, carry out
measurements correctly, etc.
The general professional qualities of specialists in
engineering and technical fields were studied by L.K.
Bobikova. She highlights:
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- the totality of the amount of knowledge, abilities,
skills necessary to manage production processes,
management, people carrying out these processes;
analytical thinking, which includes: intelligence, i.e.
speed in making technical decisions; thoughtfulness - a
comprehensive consideration of an engineering
problem; criticality or reflection, characterizing the
absence of bias when solving issues; self-sufficiency
and
independence
when
choosing
decisions;
systematic and consistent in the development of one’s
competencies; determination and confidence in
finding the right solution to a production problem in
any, even non-standard situations;
- communication skills, technical abilities related to the
psychological components of engineering activity.
Creative activities in the technical field include design,
rationalization, and inventive qualities, which are
characterized by the ability to find new ways to
technically improve objects and produce labor
products.
Strong-willed character traits include determination
(movement towards a strategic goal), initiative
(decisiveness and courage in introducing new
technologies, working methods, finding ways to solve
professional problems), etc. These qualities are of a
generalized nature, they are formed in the process of
educational activities in a specialized school, but are
also the basis for the formation of specialized
competencies.
Thus, the professionally important qualities of one or
another profile determine the vector of identification,
formation and development of professionally
significant personal qualities in the process of
educational profile-oriented practical activities in a
new type of school, and on the basis of these qualities,
profile competencies can and should be developed.
tions that will develop as professional ones in the
future.
It can be argued that the self-development of a
student’s personality is an evolutionary process of
movement from the manifestation of personal
qualities to the development of professional
competencies.
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