ASSESSMENT OF THE COMPETENCE-BASED APPROACH IN THE TRAINING OF A SPECIALIST
Abstract
The article reveals a number of problems related to the issues of understanding and implementing the competency-based model of professional education. The issues of similarity and differences, as well as the integration of two educational approaches: competency-based and knowledge-based are considered. Based on a comparison of semantic and structural-content parameters, contradictions in the interpretations of traditionally identified components of competence (to know, to be able to, to possess) are shown.
Keywords
competencies, competency-based education model, knowledge, skills, abilities, experience.
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