Key problems of transition from knowledge to competence approach

UDC 378.14

https://doi.org/10.20339/AM.05-19.044

V.N. Vvedensky is Dr.Sci. (Pedagogy), prof. at Belgorod State Institute of Art and Culture e-mail: vvedenskij@yandex.ru

Analyzed are key problems of transition from knowledge to competency-based approach in higher education. On the basis of surveys, observations, analysis of real pedagogical practice, five key problems were identified, i.e. lack of understanding of difference between knowledge and competence-based approach by many teachers, determination of the list and priority of formed competencies, poor level of mastery of universal competencies by teachers themselves, lack of understanding of meaning and list of spiritual and moral values, insufficient relationship between lectures and practical exercises. Also defined are ways to overcome the identified problems.

Key words: knowledge-based approach, competence-based approach, pedagogical practice analysis, survey, higher school, competences, spiritual and moral values, teacher.

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