CHARACTERISTICS OF DIFFERENT STAGES INTERCONNECTEDNESS WITHIN THE PROCESS OF IMPLEMENTING THE SKILLS-BASED APPROACH IN EDUCAT IONAL THEORY AND PRACTICE

Abstract

The article analyzes the understanding of the essence of the skills-based approach as an innovative technology that is considered to be the foundation for the successful reforming and modernization of the higher education system in Ukraine, the essential features of which are the refocusing of the higher education system from the process to the result and the connection with person-oriented and activity-based approaches. The views of scientists regarding the importance of the transition from the knowledge-based traditional education system to the skills paradigm are synthesized. The dominance of the line of scientific research is indicated, according to which the skills-based approach is perceived in the context of the study of the process of the formation of professional competences among students during professional training. The views of Ukrainian and foreign scientists concerning the understanding of the essence of the skills-based approach are summarized. The authors considered the peculiarity of the main stages of the formation of the skills-based approach. Among the significant signs of the gradual process of introducing the skills-based approach into the higher education system, the trends of the transition of scientific research from the theoretical to the practical plane and the shift of research in the direction of identifying the influence of the profession on the formation of professional competence in future specialists were revealed. The role of modern trends in the labor market and normative documents of influential international organizations on the implementation of the skills-based approach in the system of higher education in Ukraine is considered. The authors analyzed the views of scientists regarding the role of the skillsbased approach in the process of forming the key competencies of the future specialist. The essence of the structure and the classification of key competencies are disclosed. The essence of the professional competence of specialists working in the "person-to-person" system is highlighted as an integral characteristic of the future specialist, which is the basis of readiness and ability to successfully carry out professional activity and gain positive attitude to the job and to oneself as its subject. The authors of the article analyzed the views of scientists on the structure of the professional competence model for future psychologists and social educators. It is indicated that its successful formation is possible only through the professional training of future specialists. The importance of dividing subjects into blocks, creating favorable conditions for the formation of students' practical experience, the use of modern innovative learning technologies, which as a result lead to the idea that future psychologists and social educators will obtain professionally important knowledge, abilities and skills, and positive attitude towards the profession as well as willingness to develop themselves successfully in professional activity is indicated. As a result, it ensures their ability to meet the new requirements of the labor market