Abstract
In this chapter, the domestic and foreign approaches to the competences formation of students' innovation activities are examined, the absence of such an important component as scientific and innovative in most standards is revealed. It is shown that one of the fundamental conditions for the formation of innovative competencies among learners is the environment of the educational institution, its orientation towards the maintenance and development of innovative solutions. Various innovative competences for bachelors and masters are described. Recommendations are given on the inclusion in the standards of competencies for the formation of skills in the innovation field.
TopBackground
In the modern theory and practice of modeling competencies, several basic directions (approaches) should be distinguished: American (behavioral); British (functional), French (multidimensional) and German (holistic) – shown on Figure 1.
Figure 1. Foreign experience of studying competences
The American approach to the consideration of competences is aimed on revealing the behavioral characteristics inherent in an individual person, i.e. this puts success in any activity, including organizational, depending on personal traits. Behavioral approach emphasizes a clear target orientation of education on the formation of individual abilities of the students and the possibilities of their application in practice after graduation. The main representatives of this school were R. White, D. McKeland, Lyle M., Spencer Jr. And Sain M. Spencer, etc. in the works of these researchers, emphasis is placed on interpersonal, informational, systemic and technological competencies (Mkrttchian & Aleshina 2017).
The English school is focused on a functional approach in which competence is the ability of the learner to act in accordance with the standards provided for a particular field of activity. Typically, the UK is characterized by a desire for greater integrity and functionality through the integration of knowledge, understanding, values and skills inherent in those who have formed as a professional after graduation. The main representatives of this school were Graham Chitham, Jeff Cheever, and others whose publications deal mainly with functional, personal, cognitive, ethical and meta-competences.
Key Terms in this Chapter
Cinquains: (from the French cinquains, English cinquain) A creative work that has a short form of a poem consisting of five unrhymed lines.
Innovation-Oriented Environment of the University: A spiritual and material system organization of the professional training of future specialists, creating the most favorable conditions for the development of creative potentials for all objects and subjects of the educational process and leading them into the regime of self-development, self-realization and self-identification.
Competence of Innovative Activity: Purposeful activity based on comprehension of own experience, demand of available knowledge with the purpose of achievement of higher results, gaining new knowledge, introduction and realization of new professional idea into practice.
Competence: The ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain broad field.
Innovative Activity: A complex of scientific, technological, organizational, financial and commercial activities aimed at the commercialization of accumulated knowledge, technologies and equipment.