Economic nature of the competence: general methodological approaches to the problem

  • Sergeeva M. G. Institute of the Federal Penitentiary Service of the Russian Federation - Russia
  • L. E Zernova Kosygin Russian State University - Russia
  • A. V Serebrennikova M.V. Lomonosov Moscow State University - Russia
  • I. G Reshetnikova Industrial University of Tyumen - Russia
  • O. N Protasova Peoples’ Friendship University - Russia
  • S. N. Martynovich Peoples’ Friendship University - Russia
Keywords: Economic training; key, professional, additional economic competencies; competence approach, diversification of education.

Abstract

In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist’s demand in the labor market. The target component of the model of formation of students’ economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms “readiness”, “ability”, “responsibility”, “understanding” and “worldview”, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student’s personality. The content component of the model involves the formation of students’ economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.

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Author Biography

Sergeeva M. G., Institute of the Federal Penitentiary Service of the Russian Federation - Russia

Doctor of Pedagogic Sciences (Advanced Doctor), Associate Professor, Senior Research Officer; Research Institute of the Federal Penitentiary Service of the Russian Federation,

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Published
2019-07-29
How to Cite
M. G., S., Zernova , L. E., Serebrennikova , A. V., Reshetnikova , I. G., Protasova , O. N., & Martynovich , S. N. (2019). Economic nature of the competence: general methodological approaches to the problem. Religación, 4(17), 105-111. Retrieved from https://revista.religacion.com/index.php/religacion/article/view/366