Kompetencijos sampratos erdvė

• Jucevičienė, Palmira
• Lepaitė, Daiva

LTStraipsnyje analizuojama kompetencijos lygių nustatymo problema. Apibrėžiami veiklos lygiai ir nagrinėjamas kvalifikacijos bei kompetencijos sampratų santykis, kuris išryškina holistinį kompetencijos pobūdį. Nustatyti veiklos lygiai ir kompetencijos ugdymo metodologinių nuostatų analizė pagrindžia kompetencijos lygius, kurie tampa ugdymo programų tikslu. [Iš leidinio]Reikšminiai žodžiai: Kompetencija; Kompetencijos lygiai; Samprata; Competence; Concept; Levels of competence.

ENThe article is devoted to the analysis of the problem of identification of competence levels with the aim at the development of adequate educational programs. This problem requires not only the structure of action but also the levels of activities to be defined. Consequently, competence becomes the aim of educational programs. However, levels of activities and competence are the issues, since any professional environment is continuously changing. Therefore, the first part of the article is dedicated to the analysis of the evolution of the world of work into the world of action, as human resource management at the present days is focusing on activities, rather than work within organisations. This evolution is revealed in the context of the development of a society and growing needs to professional education. The relation between a world of action and education highlights the importance of the human factor and personal qualities as well as values which become a crucial feature in a contemporary world of action. Even the changing action environment determines the levels of activities in the basis of Eraut's (1990) action model. As personal qualities and values become a crucial part within the action model, the question arises whether qualification is still a valid concept for knowledge and information society. The problem is twofold since the concept of competence has not been analysed very deeply by Lithuanian researchers, and the terms like qualification and competence are used in a very narrow meaning.Therefore, the second part of this article analyses the relation between these two concepts focusing on the world wide understanding of a concept of competence. As a consequence of this analysis, the structure of the competence concept is defined, and it leads to a holistic meaning of a competence concept Moreover, the analysis of approaches to developing competence in educational programs grounds the level of competence within the context of the action levels. The article comes up with the following conclusions: Competence is a human ability to act according to acquired knowledge, skills as well as attitudes, personal qualities, and values. Competence is a hierarchical structure as different levels of action require an adequate level of competence: 1. Operational action needs mastery of determined behaviour units (competencies=behaviour units). 2. Action improvement requires not only mastery of behaviour units, but also knowledge to some extent (competencies = behaviour units+knowledge). 3. Condition changes in action environment require integrative competencies as well as an introduction of holistic competence into educational programs. 4. Development of new activities and qualification transfer to a new action situation requires the implementation of the holistic competence idea in educational programs. [text from author]

• Vadyba / Management
• Sociologija / Sociology
• Edukologija / Education