The implementation of the competency-based approach in a multi-level education system has posed the problem of continuity of its levels. The search for common grounds in choosing the content and results of education has intensified. The scientific interest in the student’s experience has grown, as the basic basis for the formation of competencies. Experience is an extremely general category in the scientific apparatus of many sciences, such as philosophy, sociology, psychology, pedagogy, and understanding of its essential properties determines the choice of the content of education. Increasingly, the experience of human behavior in a changing society is becoming the subject of research by educators. Educational standards for training specialists in the sociogenic sphere contain a capacious block of social competencies formed in the educational process at the meta-subject and subject le...

The implementation of the competency-based approach in a multi-level education system has posed the problem of continuity of its levels. The search for common grounds in choosing the content and results of education has intensified. The scientific interest in the student’s experience has grown, as the basic basis for the formation of competencies. Experience is an extremely general category in the scientific apparatus of many sciences, such as philosophy, sociology, psychology, pedagogy, and understanding of its essential properties determines the choice of the content of education. Increasingly, the experience of human behavior in a changing society is becoming the subject of research by educators. Educational standards for training specialists in the sociogenic sphere contain a capacious block of social competencies formed in the educational process at the meta-subject and subject le...