One of the most important areas of reforming modern Ukrainian education is the comprehensive, all-encompassing implementation and application of the competency approach in teaching, education, practical training of students. The traditional knowledge-information paradigm of learning proved to be uncompetitive: students could have extensive knowledge, but could not put it into practice. Studies show that the old school was overloaded with formal knowledge that removed the child from reality. Practice has shown that educators should look for new, innovative, personality- and practice-oriented methodologies of teaching and education. The reorientation of education to the competence paradigm requires additional research. This article is devoted to clarifying the essence of the competence approach and the possibility of implementing theoretical knowledge about it in the educational practice of Ukraine. Having studied the philosophical and educational essential characteristics of the competence approach in education, we emphasize that in contrast to the traditional information-knowledge paradigm, the basic task of which is to consolidate in the minds of learners, given theoretical attitudes, competence approach focuses on preparing people for personal self-realization. different living environments (family-domestic, professional-specialized, civilizational-technological, cultural-creative, socio-social, socio-economic, socio-political, etc.). The article notes the importance of a dynamic, variable, self-developing structure of any personal competence. That is why the application of the competency approach in the domestic school will contribute to the real preparation of students for those life, professional, social situations that may await them in today's world, which is changing and evolving extremely rapidly, especially in the technological field.
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