Competence-based approach to the formation of a university graduate model. It can be concluded that the orientation towards the model of a competent graduate of an educational organization provides. The graduate must take part in the socio-political and cultural

At the end of the 20th and the beginning of the 21st century, the nature of education has changed - in its direction, goals and content - they are increasingly orienting us towards the free development of a person, education throughout life, creative initiative, independence of students, competitiveness, and mobility of future school graduates. These accumulating changes are reflected in the Federal Law "On Education" and the Concept for the Modernization of Domestic Education for the period up to 2010. The change in the educational paradigm is also noted by many researchers (V. I. Baidenko, G. B. Kornetov, A. N. Novikov, L. G. Semushina, Yu. G. Tatur, etc.), although the very concept of “paradigm” is used by them not always. The processes of globalization of the economy, the formation of the information society and the integration of the Russian education system through its entry into the world educational space set the task of bringing the traditional Russian scientific apparatus in line with the system of pedagogical concepts generally accepted in Europe. This implies a revision of the knowledge paradigm of education, which, within the framework of the modernization of Russian education, should be revised from the standpoint of a competency-based approach. As emphasized in the Modernization Concept Russian education until 2010, “a developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting them possible consequences, capable of cooperation, distinguished by mobility, dynamism, constructiveness, a developed sense of responsibility for the fate of the country. The need to describe the personality traits of a school graduate in terms of a competency-based approach is long overdue, and the Bologna process requires a common understanding of the content of qualifications and degrees in all programs of the participating countries and calls the definition of general and special competencies of graduates as a priority area of joint efforts. This problem is especially relevant now in connection with the modernization of Russian education. The “Concept for the Modernization of Russian Education for the Period up to 2010” contains the provision that “the general education school should form complete system universal knowledge, teachings, skills, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of education. The introduction of competencies into the normative and practical component of education allows solving a problem typical of the Russian school, when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific life tasks or problem situations. A modern school student should not only master certain knowledge, skills and abilities, but also be able to apply the acquired knowledge in their activities and non-standard situations. Analysis of works on the problem of competence and competence (N. Chomsky, R. White, J. Raven, N. V. Kuzmina, A. K. Markova, V. N. Kunitsina, G. E. Belitskaya, L. I. Berestova, V. I. Baidenko, A. V. Khutorskoy, N. A. Grishanova and others) allows us to conditionally distinguish three stages in the formation of competence-oriented education (education based on competencies: competence-based education - CBE-approach). The first stage (1960-1970 in America) is characterized by the introduction of the category of "competence" into the scientific apparatus, the creation of prerequisites for delimiting the concepts of competence and competence. The second stage (1970-1990) is characterized by the use of the category competence / competence in the theory and practice of teaching a language (especially a non-native one), as well as professionalism in management, leadership, management, in teaching communication; the content of the concept of "social competencies/competences" is being developed. The third stage of the study of competence as a scientific category in relation to education, which was launched in the 90s of the last century, is characterized by the appearance of the works of A.K. Markova (1993-1996), where, in the general context of labor psychology, professional comprehensive consideration. On this stage UNESCO documents and materials outline the range of competencies that should already be considered by everyone as the desired result of education. Researchers both in the world and in Russia not only study competencies, distinguishing from 3 to 37 types like J. Raven, but also build training, keeping in mind competencies as the end result of the education process (N.V. Kuzmina, A.K. Markova, L. A. Petrovskaya). Analyzing the competencies presented by J. Raven, we pay attention to the wide representation in various types of competence of the categories "readiness", "ability", as well as the fixation of such psychological qualities of a person as "responsibility" and "confidence". The introduction of a competency-based approach should change the targets: from a knowledgeable student to a skillful one, from a trained one to a learner. Currently in Russia there are many different interpretations of the concepts of "competence" and "competence". Let's dwell on some of them. According to Doctor of Pedagogical Sciences German Konstantinovich Selevko, competence is the willingness of a subject to effectively organize internal and external resources to set and achieve a goal. Internal resources are understood as knowledge, skills, skills, over-subject skills, competencies (methods of activity), psychological features , values, etc., and competence is a quality acquired through living situations, reflection of experience. Doctor of Pedagogical Sciences, Academician Andrey Viktorovich Khutorskoy proposes to understand the term competence as an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain area. Based on the above, we can formulate the definition of competence. Competence is an integrated characteristic of a person, based on his knowledge, experience, skills and motivation, demonstrated in the activity and behavior of the student. In our opinion, the concept of "competence" includes such elements as: knowledge, skills, abilities, stereotypes of behavior and efforts. Currently, in Russia there is no single agreed list of key competencies, since competencies are, first of all, the order of society for the preparation of its citizens, such a list is largely determined by the agreed position of society in a particular country or region. It is not always possible to achieve such agreement. The most common is the structure of competencies of A. V. Khutorsky, which a school graduate must master. Among the listed competencies, the leading one is communicative, since communication is a condition for development and a way to implement all other competencies. Competence is always colored by the qualities of a particular student. These qualities can be many - from semantic and goal-setting (why do I need this competence), to reflective-evaluative (how successfully do I apply this competence in life). Competence is not limited to knowledge or only skills. Competence is the sphere of relations existing between knowledge and action in practice. An analysis of various lists of competencies shows their creative (creative) orientation. The creative competencies proper include the following: “to be able to benefit from experience”, “to be able to solve problems”, “to reveal the relationship between past and present events”, “to be able to find new solutions”. At the same time, indications of these skills are still not enough in order to holistically present the entire complex of knowledge, skills, methods of activity and experience of the student in relation to his creative competencies. The introduction of a competency-based approach into the educational process requires serious changes in the content of education, and in the implementation of the educational process, and in the practice of the teacher. For the formation of key competencies, it is necessary to choose such a learning technology in which the student would work independently most of the time and learn to plan, organize, self-control and evaluate their actions and activities in general. traditional education is based on the idea of pedagogy of requirements, and for a successful student, a combination of the idea of obedience and achievement motivation (activity and obedience) is supposed. In competence-oriented education, one should talk about the pedagogy of opportunities, the basis for the motivation of compliance and orientation towards the long-term goals of personality development. Traditional education is reproductive in nature, knowledge and methods of action are transferred to students in finished form, i.e. are designed to reproduce learning, and competence-based education retains the lesson as one of the forms of organizing learning, but the emphasis is on expanding the use of other forms of organizing classes, such as a session, group work on a project, independent work in the library and at the computer, etc. The most rational for the implementation of the competency-based approach are innovative teaching methods that contribute to the formation of key competencies, such as: creating a "developing environment", block-modular technology, project method. However, the emergence of a new result of education does not imply the denial of old, traditional learning outcomes, on the contrary, competence is seen as a kind of integrated, complex result. The situation of a radical change in the priorities of education, the emergence of a new result of education urgently require the creation of a new assessment system that is adequate to the result, i.e. assessment of the level of formation of competence and competencies at a particular stage of training. The formation of key competencies can be determined based on a three-level model, which reflects the levels of competencies and ways of students' activities. The subject competencies of schoolchildren can be assessed using valid and reliable diagnostic methods that allow not only measuring, but also tracking the process of formation of the level of formation of competencies in students. Let us dwell in more detail on the assessment of each of the competencies. Communicative competence- can be determined using the methodology of V. V. Sinyavsky and B. A. Fedorishin "KOS-1", which reveals the communicative and organizational inclinations of high school students at the moment. In the presence of positive motivation, purposefulness and certain conditions of activity, they can develop. Interactive (corporate) competence (interaction) - can be studied using the test by V.F. Ryakhovsky, which gives an idea of the level of development of sociability. At the same time, when assessing the development of interactive competence in general, one should also take into account the level of development of communicative inclinations according to the test "KOS-1" ("Communication and organizational skills"). Developmental competence can be determined using the Vanderlik short orientation test "CAT". Developing competence can also be determined with the help of a survey of students “Is your self-assessment adequate”. In combination, these two methods will give an idea of the potential abilities of the student (training) and the level of his self-esteem, which will make it possible to judge the ability, desire and objective readiness of a person for self-development. Motivating competence can be determined using the M. Rokeach test - a methodology for studying the value orientations of a person, his relationship to the world around him, to other people, to himself, the basis of the worldview and the core of the motivation of life activity, the basis of the life concept and "philosophy of life". The advantage of the technique is its versatility, convenience and economy in conducting the survey and processing the results, flexibility: the ability to vary both stimulus material (lists of values) and instructions. Its essential disadvantage is the influence of social desirability, the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the subject. Problematic competence can be determined using a set of tests: the Vanderlik test "COT", a test that studies the intellectual abilities of a schoolchild, and a methodology for determining "Intellectual lability", the results of which will give an idea of the level of intellectual abilities and plasticity of thinking, which can serve as a prerequisite for successful research activities schoolchild underlying problematic competence. Information competence can be determined using the sociological study "Information Culture of the Personality", which was developed at the Education Development Center in cooperation with the Department of Internet Technologies of Samara. Information culture is understood as a culture of creating, processing, storing, searching and consuming information, as well as awareness of one's place in the infosphere, diagnosing oneself as a creator and consumer of information, understanding the information situation. Information culture is implemented at 3 levels: 1 - cognitive level - knowledge and skills. 2 - emotional and value level - attitudes, assessments, relationships. 3 - behavioral level - actual and potential behavior. The practical competence of most authors acts as a result of the application of skills in practice, that is, the ability to use accumulated knowledge in practical situations. Now let's take a closer look at the assessment of each of the special competencies. For their evaluation, valid and reliable diagnostic techniques. Self-determining competence can be diagnosed using the methodology for determining an individual measure of reflexivity, which manifests itself in the ability to make a choice, for example, of a training profile. Creative (productive) competence - choice according to interests, creation of a new one, creativity can be determined using the Russian-language adapted test for determining verbal creativity by S. Mednik or P. Torrens test, which allows for psychological diagnostics of creativity. In order to explain the role of creativity in understanding, predicting and developing creativity, P. Torrens proposed a model of three partially intersecting circles corresponding to creativity, creative skills and creative motivation. A high level of creative achievement can only be expected if all three of these factors coincide. Profile competence - social usefulness, choice of training programs - can be determined using the differential diagnostic questionnaire (DDO) of Klimov and OPG L. N. Kabardova. DDO E. A. Klimova is based on the classification of types of professions and is intended for professional selection in accordance with this classification, and it can also be used in the career guidance of adolescents and adults. The subject is advised to choose the type of profession that received the maximum number of marks-points. Questionnaire professional readiness(OPG) checks the professional readiness of schoolchildren. The above-described measures of the subject and special competencies of students were tested by us in 18 schools in Ryazan (lyceums, gymnasium and general education schools students with specialized and non-core classes) in order to determine the picture of the formation of competencies among graduates of schools of various statuses. All these schools employ teachers with the highest qualification category. It has been established that all students, regardless of the status of the school, have a low level of motivation for social cooperation (focus on relationships and ways of interacting with other people) and positive motivation (personal interest option). At the middle level, educational-cognitive and self-educational motivations are formed, which are mainly related to the assimilation of methods of obtaining and methods of self-acquisition of knowledge. In order to determine the level of formation of communicative and organizational abilities of schoolchildren, we conducted testing using the KOS-1 methodology, which gave us the result of an average level of formation of these competencies. In the presence of positive motivation and purposefulness of students, these competencies can change and develop. Therefore, in order to develop these competencies, it is necessary to increase positive motivation. Received average level and by problematic competence, which was determined using the "Intellectual lability" test. The students needed to be shown how quickly they could move sequentially from solving one problem to another. Normally, high school students should have high level intellectual lability. But unfortunately, this experiment in all experimental schools gave an average result (5-9 points). A brief indicative test by Vanderlik "CAT", which can be used to determine developmental and problem-solving competencies, showed that in lyceums, gymnasiums and specialized classes of general education schools, a contingent of children is capable of abstracting and generalizing, the level of practical mathematical thinking is well developed, which corresponds to a high level of mental abilities of high school students. In schools that do not have profile level learning, children's abilities are at an average level. In general, for this age group, the results of this method are within the normal range. The level of intellectual abilities of schoolchildren allows them to start mastering a wide range of professions of the creative class. Unfortunately, the self-esteem of students in all schools, regardless of their status, is underestimated, which significantly affects their behavior both in the classroom and outside of school hours. All of them manifest themselves in different ways, who painstakingly fight for perfection, who hide behind impudence, who tense up even in neutral situations. When evaluating special competencies, we found that the average measure of reflection prevails, i.e. schoolchildren do not always know how to evaluate and foresee the actions of others, they non-objectively evaluate their own actions from the position of an outside observer, but they are able to give themselves and their actions an objective assessment, they know how to create. Normally, a high school student should have a high level of reflection, because. it is directly related to the child's self-esteem, a low level of reflection entails the formation of low self-esteem. Therefore, in order to increase self-esteem, it is enough just to develop reflection. Studying the preferences of school graduates in choosing the future profile of education and profession, we found that even in the physics and mathematics classes of lyceums and gymnasiums, schoolchildren are mainly guided by professions such as “a person - a symbolic image” (36%) and “a person - a person” (25 %), "Human - artistic image"(12%)," man - nature "(8%) and only 19% of graduates prefer the choice" man - technology. These data are consistent on average with all tests that determine the choice of profile and professional suitability. In order to increase the level of interest in the subject of physics, as well as the motivation and self-esteem of schoolchildren, it is necessary to ensure the fascination of the learning process through the introduction of student-centered technologies, the unusual presentation of the material and taking into account the individual characteristics of students, with the possibility of removing external control. All this can be realized through a system of non-traditional lessons, various forms and methods for their implementation. NOTES 1. Almanac psychological tests. - M., KSP, 1995. 2. Baidenko V. I. Bologna process: structural reform higher education Europe. - 3rd ed. — M, Research Center for Quality Problems in Specialist Training, Russian New University, 2003 3. Delors J. Education: a hidden treasure. UNESCO, 1996. 4. Eremkin Yu. L., Eremkina OV Psychodiagnostics in the educational work of the school. - Ryazan, 2000. 5. Eremkin Yu. L. Psychology of learning foreign languages At school: Teaching aid. — Ryazan, 2005. 6. Zimnyaya IA Key competencies as a performance-target basis of the competency-based approach in education. Author's version. - M: Research Center for Quality Problems in Training Specialists. — 2004. 7. Competence-based approach to teaching: teaching aid / ed. O. V. Eremkina, N. B. Fedorova, D. V. Morin, M. A. Borisova; Ryaz. g os. un-t im. S. A. Yesenina. - Ryazan, 2010. 8. The concept of modernization of Russian education for the period up to 2010 // Modernization of Russian education. Documents and materials. - M .: Publishing House of the Higher School of Economics, 2002. -S. 263-282. 9. Professional orientation: stages and methods: Guidelines. - Kyiv, 1990. 10. The path to mastery: Psychological and pedagogical workshop. - Ryazan, 2004. 11. Raven J. Competence in modern society. Identification, development and implementation. - M., 2002. - (English edition 1984). 12. Rogov E. N. Handbook of a school psychologist in education: Tutorial. -M.: VLADOS, 1995. 13. Tikhomirova LF Development of intellectual abilities of schoolchildren. - Yaroslavl: Academy of Development, 1997. 14. Khutorskoy AV Key competencies as a component of student-centered education // National education. - 2003. - No. 2. - S. 58-64. 15. Kiseleva T. G. Diagnostics and formation of competence by means subject. — http://www.openclass.ru/stories/62780.
Fedorova N.B. Russian scientific journal №3 (..2010)

Chapter 1. Social and professional competence of 12 specialists as a resource of socialization

1.2. Social and professional competence of university graduates 33

1.3. Formation of Competence of a University Graduate as a Process of Interaction between Consumers and Producers of 44 Educational Services

Chapter 2 professional competence graduates of specialty 67 "Socio-cultural service and tourism" (on the basis of NSUEM, SGUPS, SIBUPK, NSTU)

2.1. Methodological approaches to the study of the content of socio-professional competence 67 graduates

2.2. Analysis of the content of socio-professional competence of graduates in the specialty "Social and cultural service and tourism" 76

2.3. Evaluation of the results of social interaction between the producer and the consumer of educational services in the specialty "Social and cultural service and tourism" 87

Chapter 3. Integrated model of the process of managing the formation of social and professional competence of 103 university graduates

Recommended list of dissertations

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Development of general competencies in the professional training of hotel service specialists 2012, candidate of pedagogical sciences Naumova, Gulnaz Rafitovna
Pedagogical conditions for the formation of readiness for professional activity of students of the banking college 2008, candidate of pedagogical sciences Sadekova, Adilya Umyarovna
Pedagogical conditions for the formation of professional competence of students of the college of hotel and restaurant business 2005, Candidate of Pedagogical Sciences Fomina, Olga Viktorovna

Introduction to the thesis (part of the abstract) on the topic "Competence of a university graduate as a product of social interaction between a producer and a consumer of educational services: a managerial aspect"

IN last years an educational paradigm has been formed, in which quality modern education as a result of the provision of educational services will be determined by the extent to which university graduates have developed competencies - the ability to identify connections between knowledge and situations and apply knowledge adequately to the problems of professional activity being solved.

Management of the process of promoting and providing educational services has a number of features, including the involvement of the consumer himself in the process of providing the service, the non-permanence of the information received and its quality, etc. Difficulties are faced by both consumers of the service and producers.

The specificity of educational services is due to the fact that their value and quality are manifested and evaluated in different ways when choosing a university, in the learning process, and in the labor market. Therefore, producers of educational services (universities) and consumers of educational services (students and employers) define their content and results in different ways. But the requirements of consumers become rational and adequate to specific situations only if they become not outside observers, but interested participants in the educational process, directing their efforts to receive

2d of a qualitative result of an educational service - the formed social and professional competence of a university graduate. However, at present, the process of interaction between the university and the employer is in its infancy, and its organization and structure require a special sociological study. Therefore, the topic of this work seems relevant.

Various aspects of social interaction were considered in the studies of domestic and foreign authors, in particular: the problems of social action (M. Weber, T. Parsons and others); revealing the structure and basic ideas of social interaction (P.A. Sorokin, J. Homans, J. Mead, G. Bloomer, etc.); study of the process of social interaction in the educational environment (V.S. Danyushenkov, S.V. Kondratiev, E.V. Tarakanova, V.A. Yasvin); ideas of strategic partnership in the educational space (S.K. Bondyreva, JI. Grebnev, V.I. Slobodchikov, G. Karreman, V.V. Kraevsky, etc.). The authors also considered the problems of developing the competence of a university graduate: determining the way of forming professionally significant qualities of specialists (S.Ya. Batyshev, E.N.Garanina, S.D.Smirnov, etc.); formation of a professionally significant position of a future specialist-manager (J. Atkinson, D. McClelland, etc.). Many researchers use a competency-based approach, but this approach does not use the ideas of synergetics, which does not allow including the interaction between producers and consumers of educational services in the educational process.

In general, the analysis of modern scientific works on the study of social interaction and the formation of a competent specialist shows that, along with the existing significant results, the problems of studying the formation of social and professional competence of graduates in the process of interaction between producers and consumers of educational services have not been sufficiently reflected. 3

This specificity is connected, first of all, with the contradictions in the approaches to the preparation of graduates by the producers of educational services, the level of development of the professional environment itself and the level of requirements of consumers of educational services. These are contradictions:

Between the demand for qualified specialists and the insufficient development of the theoretical and methodological base of the process of managing the formation of their competence, taking into account the specifics of professional activity;

Between the increased requirements of employers for the professional competence of modern specialists and the inertia of the traditional approach to managing the learning process, which hinders the development of innovative content of competencies;

Lack of attention to the technologies of formation of professional competence among university graduates.

All this determined the choice of the research topic.

Purpose of the study", to develop and substantiate an integrated model of the process of managing the formation of social and professional competence of a university graduate based on the mutual alignment of the interests of consumers and producers of educational services.

Research objectives:

1. Analyze the social and professional competence of a specialist as a resource of socialization.

2. To study the features of the educational service as a product of interaction between the university and the employer.

3. To develop an integrated model of the process of managing the formation of social and professional competence of a university graduate.

4. Determine the conditions that ensure the effectiveness of the process of interaction between producers and consumers of educational services. 4

Object of study: the process of formation of social and professional competence of a university graduate.

Subject of study: managing the process of forming the social and professional competence of a university graduate based on the interaction between the producer and the consumer of educational services.

Theoretical and methodological foundations of the study - dialectical and general scientific methods knowledge of reality; qualimetric approach based on the use of various techniques and methods for obtaining quantitative assessments formation of socio-professional competence, which allows us to analyze the totality of problems of social interaction, compare their significance, identify the main ways to solve them, and develop their tentative forecast.

The theoretical basis of the study was made up of works on a systematic approach to the study of sociocultural phenomena (A.A. Bodalev, N.V. Kuzmina and others); sociology (Bachinin V.A., Frolov S.S. and others); sociology of management (Andreev S.S., Udaltsova M.V. and others); methods of sociological research (Devyatko I.F., Dobrenkov V.I., Kravchenko A.I., etc.); the theory of design and construction of the content of the educational process (V.P. Bespalko, B. Bloom, N.F., etc.); activity-based, competence-based approaches to the professional training of specialists (E.V. Bondarevskaya, A.A. Verbitsky, V.I. Zagvyazinsky, V.A. Slastenin, Yu.G. Tatur, E.A. Klimov, E.N. .Proshitskaya, E.N.Ilyina, N.I.Kabushkin and

Research methods. In the process of research, general scientific methods were used - analysis and synthesis, induction and deduction, comparison, a systematic approach, modeling; sociological methods of collecting and processing information: methods of questioning, typology and analysis of documents and sociological data.

Research hypothesis: the formation of social and professional competence of a university graduate requires improving the interaction between producers and consumers of educational services and managing this process.

The information base of the study was data on the management of the educational process and the opinions of students and teachers of the Novosibirsk State University of Economics and Management, the Siberian State University of Communications, Siberian University consumer cooperation, Novosibirsk State technical university, as well as travel companies in Novosibirsk. In total, the study covered 340 students, 172 leaders and managers of travel agencies.

The scientific novelty of the dissertation research lies in the definition and addition of a set of conditions for social interaction between the university and the employer, which ensure the optimization of the process of forming the social and professional competence of a university graduate.

The main elements of scientific novelty:

1. Concretized and supplemented the content of the concept of "socio-professional competence" in relation to university graduates, in contrast to the previously existing ones, as a system of their intellectual and behavioral resources used in the process of social interaction and further professional activity.

2. The author's position is argued that the components of the socio-professional competence of a university graduate are manifested through research-cognitive, organizational-administrative, motivational-communicative blocks, which, unlike traditional approaches, allows element-by-element correlation of the structure of basic competence with the functions of the management process.

3. The concept of "interaction between the producer and the consumer of educational services" is clarified and meaningfully disclosed through the use of a synergistic approach, the effect of which is a better implementation of the process of professional training of university graduates.

4. An integrated model of the process of managing the formation of the socio-professional competence of a university graduate has been developed, in which, unlike previously known ones, the objective final result - the socio-professional competence of a university graduate - is considered as necessary, sufficient and relevant for the participants in the interaction process - producer and consumer educational services, regardless of the invariance of the original goals.

The main provisions of the work submitted for defense:

I. Socio-professional competence is the readiness and ability of a specialist to build a constructive professional activity, which includes: a system of socio-psychological and socio-moral maturity, theoretical knowledge, professional skills and abilities; practical experience and commitment to professional growth.

Socio-professional competence is a situational sociological category, expressed in the readiness of a university graduate to carry out any activity in specific professional situations. It manifests itself in personality-oriented activities, characterizes the ability of a specialist to realize human potential for professional activities. The main components of socio-professional competence are the following components: theoretical (knowledge, skills and abilities that ensure the independent performance of professional actions); practical (the ability to productively master modern 7 professional technology); constructive-professional (making effective decisions, search and research activities); personal and professional (predisposition to the profession and the desire for professional growth). Along with social intelligence, spiritual maturity, social and moral maturity, an important component of social and professional competence is socio-psychological maturity, including motivation, empathy, and the ability to cooperate. Each of the listed components is manifested through the basic blocks of socio-professional competence.

P. An educational service is a set of useful properties, or a set of attributes that can solve the problems of the participants in the interaction process - producers and consumers, optimize the production costs of each party and obtain a comprehensive result determined by the coordination of the array of knowledge of the subjects of interaction and the resources for their use.

Educational service is structured according to five components:

1. The main need of the subject of interaction, which must be satisfied;

2. The key value of the educational service for each of the subjects of interaction;

3. A set of properties and conditions expected from an educational service - a minimum set of expectations;

4. Additional offer university in excess of the expected (usual);

5. Everything that can potentially be implemented on the basis of higher education for the benefit of the subjects of interaction.

The complex "result of the provision and receipt of educational services includes three levels:

Basic (planned result): for the university - the unity of special knowledge and skills provided for state standard in the specialty, and general education in the learning process; for a student - getting a higher vocational education by specialty; for the employer - a specialist capable of solving professional problems within the framework of the target organization;

Practical (actual result): a specialist with a sufficient level of social and professional competence, formed in the process of studying at a university;

Promising (ideal result): a specialist who has a sufficient level of social and professional competence, formed in the process of studying at a university, constantly and purposefully acquiring new internal resources (due to self-education, advanced training, mastering new means and methods of professional activity), allowing him to maintain the level socio-professional competence necessary for self-actualization and ensuring profit for the employing organization.

Sh. An integrated model of the process of managing the formation of social and professional competence of a university graduate represents the actual objective final result of the purposeful interaction of the participants in the process - the producer and consumer of educational services, regardless of the invariance of their initial goals. The convergence of the content of the main elements of the model as the subjects achieve a common result is ensured by the consistency of joint actions, the implementation of which will update the resources and realize the capabilities of the subjects of interaction.

IV. The set of conditions that ensure the effectiveness of the process of forming the socio-professional competence of a university graduate includes:

Organizational and managerial conditions (taking into account the requirements of the modern labor market to the level of professional and practical readiness of a specialist, the requirements of the State Educational Standard of Higher Professional Education in the specialty);

Professional and personal conditions (motivation and activity of students in the implementation of practical professional activities; self-education of university graduates in the field of professional activity; readiness of teachers for professional integration in the process of preparing university graduates);

Educational and technological conditions, as a reflection in the content of vocational education, the current level of training of a university graduate;

Research and educational-industrial partnership of the university with enterprises.

The creation of conditions for the development of social and professional competence of a university graduate is facilitated by the implementation of a developed set of joint activities and tools for the producer and consumer of educational services, including a training coaching program, joint seminars, consultations, business games, conferences, workshops, project defense, different kinds practitioners, as well as measuring the basic components of competence.

The theoretical significance of the study lies in clarifying the concept of "socio-professional competence", supplementing the concept of "interaction between the producer and the consumer of educational services", through the use of a synergistic approach; in substantiating the need for a systematic approach to the process of interaction between the university and the employer, which contributes to improving the quality and efficiency of training a university graduate.

The practical significance of the study lies in the fact that the models developed by the author, the algorithm of the interaction process and the system diagnostics of the level of formation of socially

10 professional competencies are applicable for economic and humanitarian specialties of higher educational institutions. The author's methods proposed in the work can be used in the preparation of students of various specialties and universities. The developed models and forms of active interaction between the university and the employer can also be used by vocational guidance specialists.

Approbation of work. The main provisions of the dissertation research were reported at regional, all-Russian and international scientific-theoretical and scientific and practical conferences, seminars: “Science. Technologies. Innovations” (Novosibirsk, 2007), “Social work in the 21st century: modern methods and technologies” (Novosibirsk, 2008), “ Social interactions in a transitive society" (Novosibirsk, 2006-2009), at scientific sessions of teachers and graduate students of NSUEM in 2006, 2007, 2008.

Separate provisions of the study are used in educational process GOU VPO "Novosibirsk State University Economics and Management" (certificate of implementation dated February 12, 2010), GOU VPO "Siberian State University of Communications" (certificate of implementation dated January 28, 2010), and GOU VPO "Kuzbass State Technical University" when organizing the process of interaction with employers and studying the disciplines "Consumer Behavior", "The Art of Selling", etc.

The volume and structure of the dissertation are determined by the logic of the study. The work is presented on 128 pages of the main text, consists of an introduction, three chapters, a conclusion and a bibliographic list, including 128 titles, contains 11 tables, 37 figures and 12 appendices.

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Dissertation conclusion on the topic "Sociology of Management", Karitskaya, Irina Mikhailovna

CONCLUSION

The system of higher professional education is currently required to train a competitive specialist who owns a set of competencies that meet the requirements of the modern labor market. In this regard, the study of the competence of a university graduate as a product of social interaction between the producer and the consumer of educational services is of particular importance.

The concept of socio-professional competence of a university graduate is revealed as a situational sociological category, expressed in readiness to carry out any activity in specific professional situations. It manifests itself in personality-oriented activity, characterizes the ability of a university graduate to realize human potential for professional activity.

It is shown that the development of social and professional competence of a university graduate has its own characteristics - it is interconnected with aspects of his professional competence (professional motivation and career expectations), the provision of the educational environment of the university with various opportunities for interaction with specialty carriers.

It was revealed that the social and managerial competence of a university graduate is manifested in the abilities and knowledge of the social aspect of the life of an enterprise, group dynamics and communications within the company, the interaction of the company with the public environment; social sensitivity, understanding the psychological foundations of professional and functional behavior. The social and managerial competence of a university graduate is manifested through the ability and readiness to perceive socially significant sociological information; the use of sociological knowledge in professional and social activities.

The concept of social competence is disclosed, including: generalized qualities of a person of social maturity to perform social roles in the professional community, the desire to be in harmony with society, the productive performance of various social roles; possession of professional communication techniques, subjective readiness for self-determination, responsibility for the results of their work, social and psychological maturity, as well as conflict-free.

Under professional competence we understand the knowledge, skills, abilities and behavior patterns of an employee, demonstrated in practical activities and developed to a level that allows him to perform specific functional duties with a given degree of efficiency and achieve the required results in labor.

In this case, socio-professional competence is the ability to work efficiently and professionally, to perform social and professional roles at a level that provides the university graduate with maximum self-realization and self-development - it becomes synonymous with performance.

It is shown that the use of a synergistic approach makes it possible to identify the features and prospects of interaction between the producer and the consumer of educational services, and the idea of a strategic partnership contributes to the implementation of business cooperation in order to optimize production costs by each party and obtain a competitive advantage determined by the coordination of an array of knowledge and resources for their use.

The analysis of the conducted studies devoted to the problem of the formation of the social and professional competence of the graduate showed that in the educational process of training specialists in universities there is a traditional, knowledge-based approach to designing content, developing learning technologies. In assessing the achievements of students, there is no practice of a competency-based approach. Based on the requirements of educational standards for the preparation of graduates, assuming a high level of professionalism and personal qualities, it became necessary to transform the organizational conditions of the educational process of forming the social and professional competence of a university graduate, taking into account the competence-based and synergistic approach, which are distinguished by fundamental, multifunctional and interdisciplinary characteristics.

A set of conditions has been defined to ensure the effectiveness of the process of forming the socio-professional competence of a university graduate, it includes:

Organizational and managerial conditions (taking into account the requirements of the modern labor market to the level of professional and practical readiness of a university graduate);

Research and educational-industrial partnership of the university with enterprises and institutions;

Educational and technological conditions (reflection in the content of higher professional education of the modern level of training of specialists);

Professional and personal conditions (motivation and activity of a university graduate in the implementation of practical professional activities; self-education of a university graduate; readiness of teachers for professional integration in the process of preparing graduates).

It was revealed that real and potential employers are ready to join forces with educational institutions to train specialists and take part in the process of forming their socio-professional competence, however, specific forms of interaction should be developed and proposed by a higher educational institution.

In accordance with the goals and objectives of the study, the features of the formation of the competence of a university graduate in the conditions of interaction between the university and the employer were studied, and approaches to its development were determined. The structural content of the socio-professional competence of a university graduate on different levels its development; the algorithm of joint actions of the university and the employer is presented, the implementation of which will make it possible to update the resources and realize the capabilities of the actors. An integrated model of the process of managing the formation of social and professional competence of a university graduate has been developed, which systematizes the process of interaction between producers and consumers of educational services.

The research hypothesis is proved, based on the assumption that the formation of social and professional competence of a university graduate requires improving the interaction between producers and consumers of educational services and managing this process.

The dissertation research carried out opened the prospect for further scientific research in the context of this topic.

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119. Competence is an integrative quality of a person, expressed in readiness for the productive implementation of activities in specific professional situations

120. Competence potential educational activity, readiness for activity Motivational and value-semantic components

121. I.A. Zimnyaya, A.V. Khutorskoy, Yu.V. Frolov, Yu.G. Tatur Cognitive-knowledge component Behavioral-activity component Emotional-volitional component1. M.D. Ilyazova + + + +

122. Knowledge Abilities and skills Activity experience, professional actions Terms of reference, field of activity Personal traits, qualities, properties

123. Generalized The narrow sense of competence (The concept of modernization of Russian education for the period up to 2010) >

124. The broad meaning of competence

125. Yu.G. Tatur + + + + Positive motivation, the ability of a graduate to solve problems that correspond to his qualifications

126. N.I. Almazova + + + + High-quality use of competencies

127. G.B. Skok + + + + A personality trait with a set of competencies

128. G.K. Selevko Educational resource Integrative quality of personality, manifested in the ability and readiness for activities based on knowledge and experience

129. B.N. Bodenko Educational environment, fixed in the SES, curricula Human behavior in the educational environment, fixed in the assessment of actions, motives

130. V.I. Zemtsova The ability to be competent in a certain area Competence implemented in practice

131. S.Sh. Chernova The unity of knowledge, experience, ability to act and behavioral skills of an individual, determined by the given situation Characteristics of a person, meaning the possession of a set of certain competencies

132. S.E. Shishov The connection between knowledge, skills, skills and the situation That which generates skill, action1. B.K. Kolomiets + + + + +

133. A.K. Markov + + + Know, be ready, do

134.B.B. Ryabov, Yu.B. Frolov Knowledge component Activity component Value component

135. Berestneva O.G. Intellectual component of education Skill component of education

136. Definition of the concept of "social competence"

138. V.M. Bocharov A socially conditioned generalized quality of a personality that contributes to the successful fulfillment of social roles characteristic of a given society and professional community

139. M.D. Ilyazova Aspiration and readiness to live in harmony with oneself and others, harmony of self and society

140. S.D. Martynov Possession of joint professional activities, cooperation, as well as the methods of professional communication accepted in this profession, responsibility for the results of their work

141. S.N. Krasnokutskaya The totality of personality traits, abilities, social knowledge and skills, subjective readiness for self-determination, ensuring the integration of a person in society through the productive performance of various social roles

142. Definition of the concept of "professional competence"

144.B.A. Slastenin Theoretical readiness to carry out activities Practical readiness to carry out activities Personal competence Qualification, professionalism

145. Professionalism Predetermines the possibility of professional readiness for c.v. Shaposhnikov + + Willingness for professional growth

146. V.I. Baidenko + + Organized and independently solve problems and problems, as well as self-evaluate the results of their activities

147.O.B. Khovov + + Experience

148. V.G. Pischulin Special competence (ZUNy, providing independent performance of professional actions Further professional development, search and research Self-competence (self-regulation) organizational

149. Bocharov B.M. Cognitive feature Regulatory and normative features Reflexive-status and communicative features

150. Yu.K. Chernova Reflection of the capabilities of a specialist with a specific qualification to achieve the goals

152. Source Definition of "interaction"

153. J. Mead, G. Bloomer American Sociological Thought / R. Merton, J. Mead, T. Parsons et al. M, 1994. Dialogue in which people attach importance to the world around them, seek to interpret the actions of other people

154. Mudrik L.V. Introduction to social pedagogy. M.: In-t practical psychology, 1997. - P. 169 Interaction can be considered as the organization of joint actions of individuals, groups, organizations, allowing them to realize their common work

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COMPETENCE-BASED APPROACH TO FORMING A MODEL OF A UNIVERSITY GRADUATE

Ilyazova M.D.

Important task educational institution any level building a model of a graduate as a standard, an ideal to which one should strive in practical pedagogical activity. The problem of continuous improvement of the model of a graduate of any specialty is relevant already because of the desire educational system meet the requirements of a dynamic society. Another important aspect of the novelty and relevance of the study is the Bologna process, and Russia's accession to it determines the need for a transition to a common language, terminology, with which one could describe the educational process. As you know, the main category of this common language the concepts of “competence” and “competence” are used.

In our opinion, the competence-based approach also allows solving some of the problems of existing models: a narrow technocratic approach to determining the content of the model of a future specialist; the absence of a single semantic content in the selection of categories that reflect certain components of the graduate model (this leads to uncertainty, fuzziness and, as a result, non-diagnostic goals of education, the inability to reliably assess the quality of education); some “one-sidedness” of models (it is expressed in the fact that existing models satisfy, basically, only professional requirements, and the socio-psychological, personal and creative qualities of the future specialist often remain among the only additional components of the model).

Within the framework of the competence-based approach, competence becomes the main element of the graduate model. The problem of studying the structure, the generic essence of the concept of “competence”, determining the key and special types competencies of a modern specialist is an urgent task of modern pedagogy and psychology of higher education. There are two fundamental approaches to describing the structure of competence: 1) competence in the generic meaning of the concept (description of the essence, nature of competence); 2) competence in its specific meaning (the competence structure includes the types of competences/competences of a future specialist with higher education).

Defining our position on this issue, we consider competence as an integral quality of a person.

The components of competence in any sphere of life, in our opinion, can be represented as follows: 1) cognitive component (knowledge); 2) motivational component; 3) axiological component (orientation, value relations of the individual); 4) conative component (skills, skills, experience); 5) abilities; 6) emotional-volitional component (self-regulation).

competence structure component graduate

Rice. 1 - Competence structure of a university graduate

Competence and competencies, in our opinion, are mutually subordinate components of the subject's activity. Then the competence acts as a potential activity, readiness and desire for a certain type of activity, this is the potential of competence that can be realized in a certain field of activity, should become effective with the help of mechanisms of self-organization, self-regulation.

We divide the competence of a future specialist of a university graduate in its species structure into professional competence and socio-psychological competence (the desire and willingness to live in harmony with oneself and others, harmony of self and society). In turn, each of these competencies, in our opinion, can be differentiated into general competencies common to all graduates of all universities and special competencies specific to a particular area of work.

General professional competence includes competencies in the field of research, design and construction, administrative and managerial, industrial, and pedagogical activities. Socio-psychological competence is represented by social, personal, informational, environmental, valeological and the like competencies.

Special professional competence or qualification is the degree and type of professional training of a graduate, the presence of professional competencies required to perform certain professional activities. Their content is determined by state qualification characteristics. Special socio-psychological competence is the readiness and ability to mobilize professionally important qualities (PVC) that ensure the productivity of the professional activity of a sociologist. These theoretical provisions formed the basis of an empirical study of competencies that make up the components of the modern model of a university graduate. Building a model of a graduate within the framework of a competency-based approach is a step-by-step determination of the content of the competencies of each block.

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