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Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Information Library Magazine 'INFOLIB' is the property of National Library of Uzbekistan named after Alisher Navoi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Недавние изменения в структуре глобальных экономических и геополитических взаимоотношений бросают системе образования новые вызовы, одним из которых является цифровизация. Все большую популярность приобретают креативные личностно-ориентированные методики, лежащие в основе так называемого компетентностного подхода. Для создания образовательной среды, поощряющей раскрытие творческого и интеллектуального потенциала студентов, как нельзя лучше подходит мультимедийная среда обучения. В связи с этим необходимо совершенствовать цифровые инструменты, используемые в вузе для решения широкого круга новых образовательных задач, в том числе для снижения нагрузки на преподавателей. Одним из подобных инструментов является автоматизированное тестирование, где часть процессов цифровизирована и оптимизирована, что позволяет сделать процесс более прозрачным и снизить нагрузку на педагогический состав, методистов и диспетчеров. При создании таких систем тестирования важно учитывать связи между процессами, такими как процесс обучения, процесс выявления знаний (тестирование), подготовка учебно-методического материала, расписание и т, д. В данной работе разрабатываются модели системы формирования и оценивания компетенций учащихся на основе онтологического подхода, при помощи которого можно в том числе автоматизировать проверку ответов на задания открытой формы, которые в традиционной системе проверяются преподавателями вручную, что является ресурсоемкой задачей. Оценка ответов на открытые вопросы проводится посредством анализа процентного содержания ключевых слов и словосочетаний. Вторым показателем для оценки ответа является процент связанности в ответе. В качестве дополнительного параметра для гуманитарных дисциплин предлагается применение индекса удобочитаемости Флеша. Для реализации данной системы используется метод формализации, метод построения онтологической модели, а также построение логико-семантических графов.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Central Asian Economic Review is the property of Narxoz University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays the processes of globalization that have covered all spheres of social life, dictate the need for changes in educational paradigms that provide the basis for the formation of a competitive personality, ready for intercultural dialogue. So, it is precisely the middle level of a secondary school that is the sensitive period for the formation of the educational trajectory that is necessary to form communicative and compensatory competence aimed at the ability of schoolchildren to search for and integrate strategic moves in the process of communicative interaction in a foreign language that are adequate to the communicative situation and that contribute to the positive impact of intercultural contact. Despite a sufficient number of works devoted to the formation of communicative competence, solutions to the issue of forming the communicative and compensatory competence of middle-level students have not been identified. This is the problem of the research. The basis for the implementation of the above task is to consider the issue from the perspective of its historical formation, which will allow us to penetrate deeper into the process of the problem formation in retrospect and better understand its state in modern science, thereby emphasizing the relevance of the research. Due to the relevance of the problem, the aim of the study is to develop the genesis of the formation of the communicative and compensatory competence of middle-level students as a prerequisite for the formation of the communicative-compensatory competence of middle-level students and the basis of the current state of the investigated issue. To analyze the problem of forming the communicative and compensatory competence of middle-level students deeply, we used the method of periodization, since it allowed us to determine and justify its occurrence, as well as identify ways to solve it and further develop the issue under study. Identifying the genesis of the researched problem which includes four stages of its development and reflect an increase in theoretical and practical interest in the problem of forming communicative and compensatory competence of middle-level students is the result of the research.

The article is devoted to studying the features of the implementation of project-based learning technology in the educational process of a university. Due to structural changes in the global economy, modern employers are making new demands on the professional competencies of employees. Therefore, the system of higher professional education is faced with the task of training highly qualified specialists. Such training in modern conditions requires the introduction of new educational technologies, such as project-based learning technology, in the educational process of universities. The authors focus on the essence of project training, determine the approaches for its application. The experience of applying project-based learning on the example of a university is also described. The relevance of the research is characterized by the fact that the transition of the Russian education to new generation standards requires the introduction of new technologies in the educational process of a university based on a competency-based approach. The aim of the research is to study the features of the implementation of project-based learning technology in the educational process of a university. The main research method is system analysis. It is concluded that the implementation of project-based learning technology is a complex of educational, cognitive, research, professional labor, communicative activities aimed at the formation of professional competencies of a student through project-based learning. The authors’ definition of the concept of “Technology of project training at a university” is proposed.

The article proposes the use of a competence-based learning model, ensuring a practice-oriented nature of mathematical tasks through interdisciplinary integration. The novelty of using this model consists in the fact that the development of modern science and production necessitates the search for new modern methods, means and forms of education that express the interests of a person, adequate to the trends of intensive development of society. The problem of the research: what are the scientific foundations of the content, methods and means of teaching mathematics, focused on mastery of functional literacy in students? The solution to this problem is the purpose of the research. The research methods: investigation of existing methodological literature on the issue, State educational standards of higher education, work programs in Mathematics, general professional and special disciplines, textbooks, dissertations and abstracts on the issue, the study of works on Pedagogy and methods of teaching Mathematics. The proposed approach to applying Mathematics to study the processes of drilling oil and gas wells using dispersive analysis is the result of the theoretical study. As a result of applying the competence-based approach to teaching modeling of production situations using statistical methods, the bachelors of oil and gas engineering form necessary professional competencies.

The modern paradigm of an educational process at a university, implementation of educational standards of a new generation, that envisages a competence-based approach to training, as well as the realities in the field of international sports and Olympic movement, dictate the obvious need to revise and adjust the disciplines and special courses in order to shape relevant general cultural and professional competencies of students. This circumstance has led to the formulation of the research problem, which consists in eliminating the contradictions dictated, on the one hand, by the need to solve important strategic tasks to optimize vocational education and expand the range of empirical knowledge, on the other hand, by the lack of a necessary set of disciplines in the conditions of reduction classroom hours in favor of independent work of students. In this regard, the purpose of the research was to expand the structure and themes of elective courses, including the content, on the most topical issues and problems of modern international sports and Olympic movement, designed to solve not only the primary tasks of implementation of Olympic education, but also to form a number of FSES HE competencies. The following methods were used in the research: collection, analysis and systematization of primary sources, comparison and contrast, mental experiment, inductive and deductive methods. Key conclusions: tables were developed for the subject visualization reflecting the structure and content of disciplines of choice of historical and sports subjects, their interrelation and interdependence, the discipline of “Olympic education” among them, implemented in the framework of general educational programs in universities.

The article considers the possibilities and practical importance of using interactive technologies in the system of university training for the effective implementation of the competency-based approach in vocational education. The concept of “interactive” is interpreted, which in the educational process means the dialogism of a teacher and students. On the basis of the epistemological method and the systematic approach, the positive qualities of interactive lecture forms are shown, as they facilitate material learning, and there is also a more effective consolidation of the acquired knowledge with the possibility of its independent application. The beneficial effect of the interactive forms of education on overcoming the communication deficit inherent in the modern information society is noted. It is shown that the traditional form of knowledge transfer “from top to bottom” is less effective compared to the “horizontal” dissemination of educational information in connection with the new qualities of a personality structure of modern students who have clip thinking, and are not accustomed to the perception and written fixation of long texts. Recommendations are given on the use of interactive technologies that contribute to the implementation of the dialogical approach in the learning process. It is concluded that interactive technologies in the process of university training are one of the conditions for students to manifest their subjective activity, and also act as one of the important means of increasing the effectiveness of the learning process.

The article considers the competency-based approach in preparing future special needs teachers for professional activities. The purpose, content and essence of the competency-based approach are highlighted, its features are indicated. The concepts of competency-based approach, competence, professional competence are revealed and the views of some scientists on these provisions are examined. Particular attention is paid to the competencies necessary for special needs teachers, as well as the main types of professional activity of specialists in the field of special (defectologic) education. The relevance of the research topic. The demand for a competency-based approach in the system of higher professional education is determined by the current state of the labor market, which requires a specialist of the “new generation” - mobile, able to navigate in the flow of information, regularly self-educated and owning knowledge and skills in the field of his professional activity. Formulation of the problem. The most important place in the vocational education system is given to the training of a qualified, competent, competitive specialist who knows his profession, capable of improving his knowledge throughout his professional life, his social and professional mobility. The introduction of such a competency-based approach into the system of higher professional education is aimed at increasing the competitiveness of specialists, improving relations with the labor market, as well as updating the content and methodology of education, in particular the creation of an appropriate learning environment. The purpose of the study is to implement the competency-based approach and its features in the preparation of future special needs teachers. The research Methods. In the research theoretical and empirical methods were used (analysis, observation, questionnaire). The results and key findings. As a result of the study, the concept of a competency-based approach was disclosed, the research of domestic and foreign scientists within the framework of this approach was analyzed, an analysis of the formation of knowledge about the necessary competencies of future defectologists was conducted, and ways to improve them were proposed.

The paper is devoted to the formation of language competence within the framework of a communication-oriented approach in the light of the requirements of the State Atomic Energy Corporation «Rosatom». The paper discusses a competence-based approach that focuses on the organization of educational and cognitive activities. It presents the experience of using modern communication technologies, Internet resources, online services. The ways of improving the learning process are proposed. The competencies acquired as a result of learning a foreign language are considered.

The article justifies the importance of applying the competency-based approach for personnel training in accordance with the current demands of the real economy sector. An example of the development and implementation of the system approach by enterprises of the State Atomic Energy Corporation "Rosatom" to form the competence "Technological systems of power facilities" is given. The importance of this competence of ensuring the growth of productivity, efficiency and safety of nuclear power plants (NPPs) operation was noted. Involvement of educational organizations, enterprises of nuclear industry and other interested parties allows to approach comprehensively to the solution of an actual problem of development of in-demand skills and abilities of future specialists. The essence features of the competence are considered, as well as the plan and measures for its popularization both within enterprises and educational organizations in the territory of NPP presence.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text is devoted to the problem of creating training and methodological support of language education in technical universities, since there is a need from a textbook or to provide individual educational trajectory of each student, purposefully shape his training and professional competence. When you create a professionally oriented foreign language textbooks in the context of the competence-based approach it is necessary to follow certain principles that take into account all the components of the learning process.

The article reveals an analysis of the current state of things in business-education. There is an explanation for the methodological grounds of imple-menting business-education following the competence-based approach. Competence models are used to define the specific blocks and their respective features of personal competence.

This article considers the problem of implementation of competence-based approach in terms of Russian education. The author focuses special attention on the development the key competencies of the pupils and the development of cognitive interest in physics. The results of research activities of pupils on physics are given in Lyceum №. 14 of Stavropol.

The article focuses on the potential development of the national training in engineering. The author has investigated the most fundamental issue of training engineers - transformation of the traditional educational paradigm. There is also a critical analysis of the technocratic, knowledge-bound educational paradigm, as well as a view on the competence-based approach seen as one of the potential methodological basics for engineering training in Russia. As part of the methodological requirements for the competence-based approach, the article provides proof to the need for language skills training in future engineers.

The article offers a view on the issue of establishing competence-based model of IT-specialists. There is a comparative analysis of foreign approaches to the implementation of competence-based approach ideas and outcome evaluation for academic programmes. There are also the major competences outlined for an IT-specialist of wider professional type. The analytical system VYBOR /CHOICE/, which is based on the method of developing matrices of parallel comparison, was used for an analysis of specific competences in view of their coverage within one of the foreign approaches - American, British, French, and German.

The article deals with the concepts of synergetics for determining methodological foundation of reforms in professional linguistic education in the context of competence approach. It is also proved in the article that it is very important to broaden the notion of fundamental education that gives wholistic perseption of nature, a human being and a society in the framework of interdisciplinary dialogue.

The article discusses main approaches to identifying and implementation of competence-based model of staff evaluation. The current competence models used in various organizations are described and enhanced in subjective and objective aspects of its formation. Main problems rised while implementation competence-based approach have analyzed and proposed most adequate ways to solve them.

The article continues to present the results of monitoring the implementing effectiveness of the Federal State Educational Standards conducted by the Association of Classical Universities of Russia, Association of Technical Universities and the Comprehensive Research Institute of Education MSU in late 2011 – the beginning of 2012. The article provides the data obtained in the course of direct interviewing the teaching faculty employees who are responsible for the introduction of the FSES in the structural units of the university. Interviewing has been carried out according to the scenario, which included twelve questions covering the main aspects characterizing the preparedness of educational process participants to work in accordance with FSES of higher education.

The paper is focused on the upgraded technology for educational programs design considering the assessment of learning outcomes immediately after forming the initial datafor designing the program, exactly the required competences of the graduates. Within the two-stage life cycle model of the educational program on the stage of learning outcomes planning the methods, indicators and criteria are defined to assess the competences acquired by the students. The key definitions used while implementing the above mentioned procedures are specified; and their interconnections are described. The recommendations for learningoutcomes assessment are provided, which are aimed at assessment of correlation betweenengineering educational programs learning outcomes assessment and the requirements of federal educational standards along with the international standards for engineering education.

So far as pedagogy is an applied science, profile pedagogy is a «doubled» applied science. Its function is to solve some special tasks, which appear during the organization of education or training in the chosen branch of professional activity. First of all, this relates to the realization of competence approach. Characteristics and problems of medical pedagogy are examined in this article by analogy with engineering pedagogy.

This article focuses on the methodical solutions for formation of the basic educational programs, which are constructed on the Federal state educational standards of the third generation. In particular, there are given the recommendations concerning the structuring of the competences component elements, and also about the selection of the most effective method of their creation, checking and assessment.

The article considers the main elements of the system that ensures the implementation of the federal state educational standards with a view to meet the requirements of the quality management system. The structure of the education management system taking into account two-tiered training of students is analyzed. Some aspects of organizational and methodological work (development of work programs, increasing the effectiveness of the final certification, etc.) are revealed.

The article suggests developed on the basis of the federal state education standards cross-cutting themes and problem-chronological modules to ensure continuity in studying the economic university disciplines as «History» and «Economic history». The authors dwell upon the interdisciplinary links and interactive forms of training taking into account the competence-based approach and psychological and age-related peculiarities of modern students.

The paper offers a variant of implementing a competence approach within a credit-modular system of training in accordance with the Federal State Educational Standards (FSES). As an example, it presents a logical consequence of forming general cultural and professional competences in the major 270800 “Construction” through a set of academic, calendar and discipline modules. A variant of evaluating competences is offered, as well as the curriculum modular structure.

Introduction. Currently, there are numerous discussions concerning a relevant issue - the impact of transformations of the higher education system on the quality of graduates of technical universities. It is important to analyze the advantages and disadvantages of modern higher education in construction in comparison with one of the Soviet period and to define the direction it should be developed in the future. The present article analyzes the changes that higher education in construction has undergone since 1955 to the present time.Materials and methods. The data used in the analysis include regulatory documents which regulated the implementation of educational activities in different years: orders, classifiers, model curricula and state educational standards. The requirements to the structure and results of the study of educational programs in the field of construction were analyzed.Results. The analysis showed that over the past decades, higher education in construction has undergone significant changes. Fundamental transformations took place at the turn of the millennium when changing from a disciplinary to a competence model of education, as well as from direct government management of the education system to the normative legal regulation of educational activities. If in Soviet times, training was delivered under model curricula of construction specialties, now training is mainly performed according to Bachelor’s and Master’s degree programs, the content of which educational institutions determine independently on the basis of educational standards.Conclusions. The performed analysis identified the deficiencies in the modern system of higher education. The imperfection of the regulatory framework, the deficiencies of the competence approach make it impossible to ensure quality training of specialists in the construction industry. This involves improvement of higher education system, including in the field of construction. It is necessary to establish more detailed requirements to the study results and the content of educational programs. It requires among educational standards, exemplary basic educational programs.

The article proposes a deterministic (not probabilistic) approach to assessing learning outcomes (LO), using a simple mathematical model for assessing the results of students' learning within a course "Physical Chemistry of Dielectric Materials". Implementation of this approach involves a consistent shift, under the conditions of the assumptions made, from a general consistent concept of "quality of engineering education" to its components, detailing the learning outcomes, their quantitative assessment and, taking into account the required levels of learning outcomes, both for the main educational program in general, and for specific courses included in it. Principles for design and implementation of any course syllabus included in a study program are proposed and described. Both, the proposed algorithm for assessing student's level of mastering of the expected competencies and the mathematical model allow for a quantitative assessment of the "knowledge" and "activity" components of education and, ultimately, a quantitative assessment of the level of student's mastering of the planned competencies. The proposed approach, algorithm and mathematical model can be used by teachers for self-assessment and improvement of the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Information Library Magazine 'INFOLIB' is the property of National Library of Uzbekistan named after Alisher Navoi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Введение: статья посвящена анализу возможностей и актуальных проблем формирования готовности сотрудников уголовно-исполнительной системы к действиям при возникновении чрезвычайных обстоятельств в образовательном процессе учебных заведений с учетом требований компетентностного подхода. Цель: на основе обобщения педагогического опыта применения компетентностного подхода в образовании, требований профессиональной деятельности сотрудников уголовно-исполнительной системы, анализа содержания образовательных программ и программ учебных дисциплин определить проблемы формирования готовности курсантов к действиям при возникновении чрезвычайных обстоятельств в учреждениях уголовно-исполнительной системы и способы их решения. Методы: метод теоретического анализа проблемы исследования, теоретические методы формальной и диалектической логики, анализ документов и статистических данных, опрос, интерпретационный метод. Результаты: анализ содержания образовательных программ, реализуемых в образовательных учреждениях Федеральной службы исполнения наказаний, требований профессиональной и служебной деятельности, диктуемых повышенным уровнем криминальной опасности лиц, отбывающих наказания в условиях лишения свободы, уровня профессиональной подготовки сотрудников, ожиданий руководителей пенитенциарных учреждений в отношении профессиональной компетентности сотрудников – выпускников образовательных учреждений – показал необходимость реализации комплексного подхода для формирования когнитивного, поведенческого и мотивационно-ценностного компонентов готовности к действиям при чрезвычайных обстоятельств, дополнения профессиональных компетенций, отражающих обсуждаемую готовность, в отношении различных специальностей, регулярности проведения подготовки в данном направлении, особенно на старших курсах обучения. Выводы: для эффективного формирования готовности сотрудников уголовно-исполнительной системы целесообразно уделять внимание не только когнитивному и деятельностному компонентам, на которые преимущественно направлено содержание учебных дисциплин, но и мотивационно-ценностному. Эта работа предполагает наряду с изучением специальных дисциплин организацию психологической подготовки курсантов, что способствует реализации комплексного подхода. Уместно формирование общей профессиональной компетенции курсантов, отражающей аспекты готовности к действиям при возникновении чрезвычайных обстоятельств, вне зависимости от получаемой специальности. Важна актуализация знаний и навыков действий при возникновении чрезвычайных обстоятельств на заключительном этапе обучения.

Copyright of Perspectives of Higher Education Development / Oliy Ta'lim Taraqqiyoti Istiqbollari is the property of NGO NEO Hamkor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German International Journal of Modern Science / Deutsche Internationale Zeitschrift für Zeitgenössische Wissenschaft is the property of Artmedia24 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article considers pedagogical technology as a project of the pedagogical system, implemented in practice. The essential characteristics of the pedagogical system are revealed. The necessity of searching for a new pedagogical technology in a historically developing pedagogical system is emphasized.

The article provides a methodological analysis of the definitions of the concepts of «competence» and «learning outcomes». The essential characteristic of the concepts under consideration in the context of the requirements of the new standards is given. The importance of the structural components of the educational program in the acquisition of competencies is emphasized. The understanding of definitions is compared with the approach in the Tuning project.

The article presents an analysis of the development of the competency-based approach in the system of Russian higher education. The stages of formation of the competency-based approach are highlighted and generalized. The semantic polysemy of the problems of the competency-based approach is shown.

Введение. В данной статье рассмотрена компетентностная модель сотрудника вневедомственной охраны Росгвардии РФ. Компетентностная модель сотрудника вневедомственной охраны представляет собой совокупность элементов, обеспечивающих результативность деятельности сотрудника вневедомственной охраны Росгвардии. Материалы и методы. Структурными компонентами компетентностной модели выступают: профиль должностных компетенций с индикаторами компетенций (поведенческими маркерами), технология оценки должностных компетенций, программа развития должностных компетенций. Основным элементом компетентностной модели выступает профиль должностных компетенций сотрудников вневедомственной охраны, включающий в себя набор компетенций, обеспечивающих выполнение служебных задач, результативности и успешности в профессиональной деятельности. Результаты исследования. Профиль должностных компетенций включает в себя инвариантную составляющую (ключевые компетенции, необходимые для всех сотрудников вневедомственной охраны (ВО) Росгвардии вне зависимости от занимаемой должности) и вариативную составляющую (обусловленную спецификой должности сотрудника и решаемых задач). К инвариантной составляющей в профилях компетенций относятся: для всех сотрудников ВО — специальные знания и профессиональная мотивация; для командира отделения, взвода, роты — способность организовывать и планировать; способность руководить коллективом, командой; профессиональная мотивация; способность принимать решения и организовывать замещение позиций, специальные знания; для исполнителей (рядовых) — способность работать в команде. Технология оценки компетенций, созданная на основе компетентностной модели, позволяет определить должностные компетенции сотрудника вневедомственной охраны для формулирования прогноза результативности его служебной деятельности. Заключение. Программа формирования должностных компетенций руководителей подразделений вневедомственной охраны Росгвардии Российской Федерации, опирающаяся на компетентностную модель, способствует развитию ключевых компетенций и выявленных дефицитов в уровне развития должностных компетенций. Программа развития должностных компетенций руководителей ВО Росгвардии, составленная с учетом данных, полученных в ходе факторного и регрессионного анализа, прошедшая апробацию на примере работы с группой начальников подразделений, проявивших менее выраженные компетенции, позволила сделать вывод о том, что использование данной модели способно значительно повысить общее качество деятельности сотрудников подразделений Росгвардии Российской Федерации.

The article focuses upon the importance of determining the social competencies of psychologists in the context of the competency building approach. A brief analysis of such definitions as “competency”, “competence”, “social competence” is presented, the components of the social competence of psychologists are described. An attempt to represent reflexivity and empathy as meaningful elements in the structure of the social competence of a teacher-psychologist is proposed.

Статья посвящена специфике освоения учебной дисциплины «Народная музыкальная культура» обучающимися из стран Азиатско-Тихоокеанского региона. Актуальность работы обусловлена отсутствием исследований по вопросам преподавания музыкального фольклора зарубежным студентам в контексте требований федеральных государственных образовательных стандартов о компетентностном подходе. Автор отмечает, что обучение иностранных учащихся музыкального колледжа осуществляется в условиях отсутствия у них фундаментальных знаний русского языка и культуры. В связи с этим особую значимость приобретает поиск и внедрение новых подходов к учебному процессу, обеспечивающих развитие профессиональных компетенций студентов для формирования системных знаний о русских национальных музыкальных традициях. Творческое переосмысление педагогического опыта и собственные наработки позволили автору статьи выработать организационно-методический инструментарий для воплощения компетентностной модели в обучении музыкантов-исполнителей разных направлений подготовки. Автор полагает, что для оптимизации вхождения иностранных студентов в учебный процесс в Дальневосточном государственном институте искусств (г. Владивосток) создана образовательная база, позволяющая овладеть навыками межкультурной коммуникации. Освоение общих и профессиональных компетенций в рамках дисциплины «Народная музыкальная культура» дает огромный потенциал для углубленного изучения и постижения других предметов учебного цикла. Овладение фольклорным наследием России способствует интеграции личности в системе мировой и национальной культур.

The article deals with the project-based method of teaching that is considered to be a matter of current interest in the development of the main students’ core competences. The aim of the paper is to study the theory and practice of using the project-based method in teaching foreign students Russian as a foreign language, as well as specific characteristics of a problem-research project as an interactive form of teaching are described in the paper; different types and kinds of problem based research projects are singled out; specific features of each type are studied. Theoretical and experimental research methods form the bases of the study, such as the comparative historical analyses of the national and foreign literature corresponding to the theme and problem of the research, pedagogical observation, analysis of students’ speech products and written outputs. The result of the work is the development, grounding and characteristics of the problem-based projects used in teaching medical university students Russian as a foreign language.

Purpose. The necessity of developing new approaches to evaluating the quality of training outcomes arises in the context of developing trends for competency-based approach and person-centered virtual electronic environment. This paper deals with the creation of the evaluation tool system, which provides for the development of competencies and the evaluation of the outcomes of teaching mathematics in adaptive e-learning courses. Methodology. The research is based on the empirical and theoretical methods. Results. The paper considers the competency-based approach, the concepts of competency and competence. Competence-forming educational technologies are specified. The levels of developing the mathematical competency are shown. The evaluation tools for academic achievement and competencies in the frame of the adaptive e-learning course on discrete mathematics are represented: test bank and academic achievement record. The proposed tools provide for quantitative and qualitative level of competency evaluation. The advantages of the use of these tools are mentioned. Scope of application. The results of the research can be used for the development of adaptive e-learning courses on mathematics in the realm of the competency-based approach.

Introduction. The article discusses the problem of psychological support of psychology students’ professional formation on example of Togliatti State University students. The system approach in current domestic research considers professional formation as a process and integral phenomenon of mutual influence of a human and professional activity. Methodology. The purpose of the study is to explore psychological support as a factor of psychologists’ professional formation while studying at university. The paper (a) presents an empirical confirmation of the effectiveness of the author’s approach to the development and implementation of the program of psychology students’ psychological support; (b) discusses structural, functional, and methodical aspects of this program. Results. The paper describes three stages of the experimental study. The first stage of the study explored a socio-economic situation, the demand for psychology specialists, job functions and responsibilities of psychology specialists. The second diagnostic stage analyzed requirements for psychologists in various fields, students’ representations about the profession, as well as difficulties for beginning psychologists. The problems highlighted by beginning psychologists were divided into categories. The psychological support of TSU psychology students in training and educational activities for their future successful job placement was implemented at the third stage. Discussion. The content of the program included personality-focused techniques of professional development for implementing functions and goals of psychological support of students’ professional formation. The program of psychological support aimed at personal professional development and formation of future specialists gained appraisal. The system of psychological support contributes to students’ professional development while studying at university.

The task of creation of innovative order executors’ cooperation to create the new aerospace technique (AST) on the basis of the component-competence approach has been set and solved. In order to do so at the initial design stages the architecture of future AST article is represented as a component (both innovative and from the past development experience). Each created component is evaluated in terms of competence, in the form of competence components (knowledge, skills, attainments, experience). For that to happen with the help of experts competence requirements are formed for each component of the article. In order to find the responsive competencies among the potential candidates to implement the project precedent base (PB) has been created. PB contains the assessments of independent experts on specific competencies of the candidates. Further, the customer's requirements, formalized in the form of a control "word" are compared with the competencies of candidates in PB for each component of a complex article. Quantitative and qualitative expert assessments of competencies based on quantitative linear programming methods and lexicographic ordering of alternatives were used. The proposed approach is advisable to be used at the initial stages of the innovation project, when it is necessary to create the executors’ cooperation and, at the same time, to consider the fulfillment of the requirements for the competence on the customer side, that are based on the analysis of the component architecture of a complex article, in which both the components of past development and new, innovative components are highlighted

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Представленная статья — это теоретический обзор и практический опыт реализации компетентностного подхода в профессиональном образовании в контексте повышения качества человеческого капитала. В статье рассматриваются вопросы творческого становления личности преподавателя и исследуются внутренние и внешние социально-педагогические условия. Анализируется процесс развития творческой активности преподавателя и влияния педагогических условий на его индивидуально-психологические особенности. Раскрываются теоретические задачи построения целостного, системного понимания процесса развития творческой активности личности преподавателя при реализации компетентностного подхода в профессиональном образовании. Выделяются составляющие компоненты, этапы, уровни, условия и индивидуально-психологические особенности развития творческой активности личности преподавателя, способствующие профессиональному росту.

The article considers the role of grammar in the formation of communicative competence of non-linguistic students studying Arabic. Recognizing the fundamental role of linguistic competence in the formation and efficient development of the other components of foreign language communicative competence, the authors consider it advisable to start it from the very first lesson, paying particular attention to the typological peculiarities of the Arabic language, its grammar system. The article presents the characteristic features of the grammatical system of the Arabic language, the word and root structure, the knowledge of which at an early stage of learning will help to avoid problems and will allow to build the necessary linguistic thinking. The theoretical basis was the works of the famous Arabists Starinin (1963) and Yushma-nov (1938, 1998), as well as the outstanding Russian linguist Academician Fortunatov (1990). Such studies are important for comparative grammar and typology of languages and allow to get closer to the worldview of the native Arabic speakers. The conclusions may find their practical application in teaching the Arabic language for Russian students and the Russian language for Arabs.