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Zhumagaliyeva Dinara Shynbolatovna

The senior educator of the branch of JSC “NCPD “ORLEU” institute for professional development of West-Kazakhstan region Republic of Kazakhstan, Uralsk

In modern Kazakhstan there is a formation of the new education system, focused on world educational space. This process is accompanied by essential changes in the pedagogical theory and practice of teaching and educational process. In these conditions the teacher needs to be guided in a wide range of modern innovative approaches to the construction of training materials of new generation. Preparation of new types of educational materials, change of their functions and ways of using in educational practice is one of the components of the modernization of education.

Transformations in the education system of Kazakhstan, which were reflected in the Law of the Republic of Kazakhstan "On education", Education Concepts of the Republic of Kazakhstan till 2015, the State Program of Education Development of the Republic of Kazakhstan for 2011-2020, demand responsible inclusion of all teaching community of our country to create a new model of school of Kazakhstan. The Program is designated the aim of secondary education - the formation of intellectually, physically and spiritually developed citizen of the Republic of Kazakhstan at comprehensive schools, the gratification of his needs in education, providing success in a rapidly changing world, the development of the competitive human capital for economic prosperity of the country.

According to the State Program of Education Development of the Republic of Kazakhstan for 2011 - 2020 the transition to 12-year education model will be carried out by 2015. The updated content of the General secondary education has to be based on competence approach. The inclusion of competence approach in the practice of education and elaboration of the theory of development of key competencies is becoming more and more actual for the world pedagogical science and practice. In developed Western countries they talk about such tasks of education as the “formation of pupils’ competency which is manifested in the ability of pupils to integrate, transfer and use the knowledge in different life situations. Everything that is connected with the competencies, connected with the experience and activity of the subject, out of the situation and the activities of competency isn’t evident” [2; 22].

According to the State Program of Education Development of the Republic of Kazakhstan for 2011 – 2020, the system of an external assessment of pupils' educational achievements will be developed in the new model of school taking into account the world experience - tests, aimed at identifying the level of formation of competencies of pupils with the inclusion of written assignments.

The standardized tests can act to determine the level of development of the competence of pupils, being the important instrument of managerial influence on the process of formation of competences of pupils. The assessment by means of the competence-oriented tests significantly differs from a traditional assessment of results of education (knowledge, skills) as it can't be carried out by means of the tasks of the closed type requiring one correct, prescribed, at last, the learned answer. In fact, the test for checking the competences defined above as mastered ways of activity, can't be considered true (valid) if it checks not activity, but some information (albeit about this activity). The necessity to monitor the new result of education makes specialists to use the tests of an open type, which are so called because the answer to the questions of these tasks cannot be predicted literally. After all, doing the tasks of an open type requires the pupil committing a certain activity in search of the necessary information, the resolution of the problem or the registration of the results of its solution. Such task always requires a detailed answer.

The necessity of formation of the professional competence of teachers in mastering the theory, technology and methodology of competence-oriented education is caused with the aim of eliminating the gap between the level of professional competence of acting teachers and new requirements for the teaching staff in the conditions of transition to the competence-oriented education.

Within preparation for the transition to 12 year education, focused on competence-oriented education, we developed and introduced the project of training-seminar "The theory, technology and methodology of the competence-oriented education" in the West Kazakhstan oblast (developers: Mukhanbetzhanova A.M. –  doctor of pedagogical sciences, professor; Bakhisheva S. M. - doctor of pedagogical sciences, the associate professor; Hayrullina A.B. - master of psychology; Zhumagaliyeva D. Sh. - master of pedagogics and psychology, the West Kazakhstan state university after M. Utemisov). This project is focused on:

- creation of conditions for effective development of the system of secondary education, focused on the competence result;

- update of content and structure of education on the basis of national traditions and principles of sustainable development;

- improvement of educational-methodical and scientific support of the educational process;

- formation and creation of educational-material base for the transition to 12-year General secondary education.

The training seminar was attended by 33 listeners - methodists and senior officials of regional education departments of the West Kazakhstan oblast, primary school teachers of the town and oblast. The purpose of the training seminar - formation of professional competence of teachers in the development of competence-oriented tasks for the pupils of elementary schools and working off the methods of their application.

The training seminar consisted of theoretical and practical blocks. In theoretical classes were discussed the theoretical-methodological bases of application of the competence-oriented tasks, philosophy of modern education, the main provisions of the State obligatory standard of General secondary education of the Republic of Kazakhstan - primary education, the review of innovative methods of teaching was carried out. During the practical classes, participants of the training workshop analyzed the aspects of the key competencies of pupils of the primary school level; learned to develop competence-oriented tasks on various aspects of the key competences; learned to model lessons with the use of the competence-oriented tasks. In the methods of teaching there were used the project, research, student- oriented, modular technologies, as well as the strategy of critical thinking through reading and writing, the meaning of which comes to the person-centered approach in teaching.

On the results of work of the training seminar the participants acquired the skills of professional competence in:

- the ability to analyze the essence of questions and tasks, defining the activity and the personal position of pupils when solving training tasks;

- the development of tasks in accordance with aspects of key competences;
- the design of competence-oriented tasks on the formation of information competence, communicative competence and problem-solving competence (self-management);

- constructing the content of the lesson, with the use of the competence-oriented tasks, aimed at formation of key competences on a specific topic;
- mastering the methods of planning of the learning results based on the specification kinds of activities of pupils;

- readiness to introduce the model of education focused on the competence result, requiring the improvement both management systems, methodical work and approaches to constructing the lesson.

The results of the productive activity of the participants of training seminar were educational-methodical complexes consisting of a block of competence-oriented assignments, lessons and a project on the theory, technology and methodology of competence-oriented education developed by them. Attractiveness of the project is represented by the following opportunities:

- the acquaintance of school teachers with the scientific-theoretical principles of competence-based education in the conditions of transition to 12-year education;

- the study of scientific-methodical bases of technology of development of the competence-oriented tasks;

- formation of teachers’ skills to develop the competence-oriented assignments for pupils and working off the methods of their application.

Therefore, the establishment of the key competences of an elementary school teacher in the conditions of modernization of education system determines the necessity to master new ways of professional activity, new role structure of relations between the participants of the pedagogical process, the new educational technologies.

The list of the used literature

  1. The State Program of Education Development in the Republic of Kazakhstan for 2011-2020 /
  2. Zagvozdkin V.K. The Problem of key competences in foreign studies // the Problems of Education. - 2009. - № 4. - p. 257-272.
  3. Verbitsky A.A. Personal and competence approaches in education: problems of integration /A.A. Verbitsky, O.G. Larionova. - M: Logos, 2009. – p. 336.
  4. Mukhanbetzhanova A.M. 12-year General secondary education in the Republic of Kazakhstan: search and problems / Materials of Republican scientific-practical conference «Issues of development of historical science and education in Western Kazakhstan: search and problems». - Uralsk: EPD WKSU after M. Utemisov, 2007. - p. 27-32.
  5. Mukhanbetzhanova A.M. Construction of a new curriculum for primary level of education / Materials of the Regional scientific-practical conference «School-University-School: problems of quality and prospects of cooperation». - Uralsk: EPD WKSU after M. Utemisov, 2008.- p. 131-132.
  6. Mukhanbetzhanova A.M. Bakhisheva S. M., Hayrullin A.B. Zhumagaliyeva D. Sh. The theory, technology and methodology of the competence-oriented education"// Manual of training seminar - Uralsk: WKO IATT 2010. – p. 85.


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Уважаемая Шынар Тулегеновна, благодарю Вас за комментарий и актуальный вопрос. Из зарубежной литературы лично я проработала труд Джона Равена: Компетентность в современном обществе: выявление, развитие и реализация / Пер. с англ. — М:«Когито-Центр», 2002. — 396 с.
В данной книге представлен список литературный источников, предлагаю его всем заинтересованны м лицам:
1.Barrett G.V. and Depinet R.L. (1991). A reconsideration of testing for . competence rather than intelligence. American Psychologist, 46(10), 1012-1024.
2.DoreR.P. and SakoM. (1989). How the Japanese Learn to Work. London: Routledge.
3.Graham M.A., Raven J. and Smith P.C. (1987). Identification of high-level competence: Cross-cultural analysis between British, American, Asian and Polynesian labourers. Unpublished manuscript: BYU Hawaii Campus, Dept. Organizational Behavior.
4.Graham MA. and Raven J. (1987). International Shifts in the Workplace Are We Becoming an "Old West" in the Next Century? Provo: BYU Dept. Organizational Behavior.
5.JaquesE. (1976). A General Theory of Bureaucracy. London: Heinemann,
6.Jaques E. (1989). Requisite Organization. Arlington, VA: Cason Hall and Co.
7.Kanter R.M. (1985). The Change Masters: Corporate Entrepreneurs at Work. Hemel Hempstead: Unwin Paperbacks.
8.Klemp G.O., Munger M.T. and Spencer L.M. (1977). An Analysis of Leadership and Management Competencies of Commissioned and Non-Commissioned Naval Officers in the Pacific and Atlantic Fleets. Boston: McBer.
9.Large P. (1986). Article summarising work conducted by the Taylor Nelson Monitor. !n The Guardian, 7 February 1986. .
10.McClelland D.C, (1973). Testing for competence rather than for "Intelli¬gence". Arnerican Psychologist, 29, 1 - 14.
11.Messick S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 10(2), 5-11.
12.Nelson E.H. (1986). New Values and Attitudes Throughout Europe. Epsom, England: Taylor-Nelson.
13.Raven J. (1994). Managing Education for Effective Schooling: The Most Important Problem is to Come to Terms with Values. New York: Trillium Press; Oxford, England: Oxford Psychologists Press.
14.Raven J. (1994). School Improvement Kit: Pilot Version. Edinburgh: Competency Motivation Project.
15.Raven J. (1995). The New Wealth of Nations: A New Enquiry into the Nature and Origins of the Wealth of Nations and the Societal Learning Arrangements Needed for a Sustainable Society. New York: Royal Fireworks Press; Sudbury, Suffolk: Bloomfield Books.
16.Raven J. (1993). Forthcoming. In J. Raven, J. Stephenson and D. O'Reilly (Eds.), Beyond Competence to Capability and the Learning Society. London: Kogan Page, on behalf of Higher Education for Capa¬bility.
17.Raven J. and Sime J. (1994). Computerised Edinburgh Questionnaires. Oxford, England: Oxford Psycholgists Press.
18.Raven J.C., Raven J. and Court J.H. (1994). Manual for Raven's Progres¬sive Matrices and Vocabulary Scales. Section 4, The Advanced Progressive Matrices. Oxford, England: Oxford Psychologists Press; San Antonio, TX: The Psychological Corporation.
19.SchonD. (1983). The Reflective Practitioner. New York: Basic Books.
20.Schon D. (1987). Educating the Reflective Practitioner. New York: Basic Books.
21.Spencer L.M. and Spencer S.M. (1993). Competence at Work. New York: Wiley.
22.Wolf A. (1995). Competence-Based Assessment. Buckingham: Open University Press.
23.Yankelovich D., Zetterberg H., Strumpel В., Shanks M. et al. (1983). Work and Human Values. New York: Aspen Institute for Humanistic Studies.
24.John Raven, Edinburgh, 1997
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0 #1 Габдрахманова Шынар 2016-04-20 11:58 Компетентностно - ориентированное образование - актуально на сегодняшний день. Отрадно,что статья коллеги на английском языке.
Кто из дальнего зарубежья изучал эту проблему? Можно ссылки на источники. Спасибо!

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