«technologies» in the Context of the Components of Competence Training in Zzso

The article is devoted to the problem of content of components of competence training in high school. A theoretical analysis of scientific sources on the issues of competency-based education within the framework of general secondary education institutions is carried out. The works of leading scientists such as Bech I., Birkа M., Boyaryn L., Kurish N., Boychuk Yu., Turchynov A., Palamar S., Vaskivska H., Rudnytska K., Shevchuk S., Kulishov V. on the basic concepts of competency approach in the education system of high school students, the formation of key competencies in the system of the competency-based approach, and the competency-based approach as a specific guideline for the modernization of modern education are considered. Based on the summarized data from scientific literature, we propose a definition of competency-based education in general secondary education institutions as one of the approaches to student education aimed at developing the knowledge, skills, abilities, and personal qualities of graduates. The main components of competency-based education in general secondary education institutions are described, including cognitive competencies such as critical thinking, analysis and synthesis, information literacy, and mathematical literacy. Socio-cultural competencies, including communication and cooperation, understanding of cultures and traditions, tolerance, and understanding of others, are also discussed. Practical competencies encompass skills and abilities, independence, self-organization, and preparation for professional activities. Academic competencies include study skills, information search, self-organization, and self-assessment. Aesthetic and creative competencies encompass artistic and musical literacy, creative thinking, and expressive speech. Career competencies involve career orientation and leadership development. Civic competencies, such as participation in public life and understanding of citizens' rights and responsibilities, are also covered. The conclusions drawn complement the problematics of competency-based education in high school. This article can be useful for anyone interested in the issues of competency-based education in high school.