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Competency-based approach to professional training in the context of the expansion of digital globalization
https://doi.org/10.20913/2618-7515-2022-2-5
Abstract
Introduction. Based on the analysis of changes in the educational environment described in the pedagogical, sociological, and philosophical literature, the authors of the article seek to identify the determinants and possibilities of a competency-based approach to vocational training.
Purpose setting. The tasks of modernizing vocational education in the context of digital globalization come into view. The breadth of the research fi in which digital globalization is determined, its tendencies, essential features have led the authors to the need for methodological research. The inconsistency, thematic scattering of studies that have the object of digitalization in all its manifestations predetermined the interest in professionalism, where the synthesizing origins of modern universalism are found. Under the influence of informatization and digitalization, a special sphere is emerging, which becomes the foundation of professional activity.
Methodology of the study. The article proves that the competency-based approach, which has repeatedly demonstrated its heuristic significance, is clearly not used enough when implementing the tasks of digitalization, minimizing its negative consequences, and enhancing the potential of information culture. It is shown that basic competencies, professional competencies and basic qualifications have a complex, including hierarchical structure. The comprehension of the competency-based approach is proposed in connection with the post-non-classical model of vocational education and the paradigms of pedagogical influence and personal social activity.
Results. Increasing the openness and flexibility of the educational process makes new demands on its organizers. The transition from empirical research to theoretical rethinking of specific tasks should be based on methodologically verified guidelines. Scientific research is based on philosophical, general scientific ideas and reflexive-methodological analysis. Reflexive practice at the same time affects all levels of professional training and its origins at the general educational level.
Conclusion. The competency-based approach opens up new opportunities for practice-oriented education, and the open nature of the paradigms applied in this case will allow us to see the prospects for digitalization.
About the Authors
L. N. ZhukovskayaRussian Federation
Lyudmila N. Zhukovskaya ‒ Associate Professor of the Department of Advertising and Socio-Cultural Activities
79 Svobodny Ave., Krasnoyarsk, 660 041
S. V. Kostylev
Russian Federation
Sergey V. Kostylev ‒ Candidate of Cultural Studies, Associate Professor of the Department of Advertising and Socio-Cultural Activities
79 Svobodny Ave., Krasnoyarsk, 660 041
O. F. Morozova
Russian Federation
Olga F. Morozova ‒ Doctor of Cultural Studies, Associate Professor, Professor of the Department of Philosophy
79 Svobodny Ave., Krasnoyarsk, 660 041
D. V. Rakhinsky
Russian Federation
Dmitry V. Rakhinsky ‒ Doctor of Philosophy, Associate Professor, Professor of the Department of Civil Law and Procedure, Krasnoyarsk State Agrarian University; Professor of the Department of Public Health and Healthcare, Professor V. F. Voino-Yasenetsky Krasnoyarsk State Medical University
90 Mira Ave., Krasnoyarsk, 660 049;
1 Partizan Zheleznyak Str., Krasnoyarsk, 660 022
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Supplementary files
For citation: Zhukovskaya L.N., Kostylev S.V., Morozova O.F., Rakhinsky D.V. Competency-based approach to professional training in the context of the expansion of digital globalization. Professional education in the modern world. 2022;12(2):221-230. https://doi.org/10.20913/2618-7515-2022-2-5
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