DYNAMIC MODEL OF LIFE CYCLE COMPETENCE

Author:

Trunova Helen, Chernihiv National University of Technology (95 Shevchenka Str., 14027 Chernihiv, Ukraine)

Language: ukrainian

Annotation:

Urgency of the research. The article states that the competence of the graduate determines its competitiveness in the labor market for universities is an indicator of effectiveness of its educational activities.

Target setting.Competence is a complex structure consisting of various components (knowledge, skills and experience of) formed progressively as training. The aim of the process is the formation of a certain level of competence of its formation. Characteristic formation process is the level of competence of its formation, which changes over time.

Actual scientificresearches and issues analysis. Despite the huge amount of work in various fields of science devoted to this subject, there is still a lot of unexplored

Uninvestigatedparts of general matters defining. The analysis showed that the most unexplored is the planning and development of the MEP.

The research objective.In order to further the development of system-integration ideas about the functioning and future development IT-specialist and review of all components of the competency approach proposed use lifecycle competence (LCC).The main purpose of the article is to present a new LCC model, which could serve as a basis for the establishment promoted the planning and development program for professional training and other phases of competence.

The statement of basic materials. Considered LCC dynamic model and its five main phases: planning (forming database disciplines, define a set of competencies, structure formation main educational program (MEP), MEP correction documents). Formation (independent external evaluation) study subjects cycle natural-scientific preparations, current control, interim control, growth of study subjects as cycle natural-scientific and economic preparations and cycle professional and practical training, current control, interim control, teaching practice, research work), maturity (work placements, research work, final examination), diversification/ decline. For each phase given its thorough response: defined aim, content, structure. The factors that determine the competence of the movement from one phase of development to another and mechanism of transition from stage to stage.

Conclusions. Stages of formation of competence should was planned and implemented within the MEP University.

Key words:

competence, competency, dynamic lifecycle model of competence

References:

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