Competence-based approach as a means of school and labor market positions
https://doi.org/10.28995/2073-6401-2022-4-76-88
Abstract
Social skills and personal qualities formed by secondary schools do not meet the expectations of employers who give a job to school graduates without a professional education. The article considers the competence approach as a way to study and bring together the attitudes of school teachers and the employers in interdisciplinary competencies that a school graduate must have in order to find a job. The empirical basis for identifying competencies is the data of expert interviews with employers.
A questionnaire survey of teachers and representatives of the labor market revealed a high degree of coincidence of their positions on what a school must give to its graduates. The teachers and the employers also have almost equally ranked the list of competencies related to everyday professional duties. The results of the study indicate a different understanding of the essence of competencies, if it concerns everyone personally, and the existence of a sociocultural stereotype of competence perception for all respondents. Such stereotype significantly limits the possibilities of using competencies as a means of identifying differences in various social groups expectations, and as a means of coordinating their positions.
About the Author
P. V. Shevchenko
Moscow City University
Russian Federation
Russian Federation
Pavel V. Shevchenko, Cand. of Sci. (Psychology), associate professor
Vtoroi Selskokhozyaistvennyi proezd, bld. 4, Moscow, 129226
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Review
For citations:
Shevchenko P.V. Competence-based approach as a means of school and labor market positions. RSUH/RGGU BULLETIN. Series Philosophy. Social Studies. Art Studies. 2022;(4):76-88. (In Russ.) https://doi.org/10.28995/2073-6401-2022-4-76-88
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