The Concept of Knowledge Carrier’s Competence in the System of Continuing Education
Bibliographic record
Abstract
The subject of the research is the pedagogic category of competency. The objective is to prove the thesis that competency is the objective and result of education in the context of the modern educational system. This category is considered a component of structural unity: literacy—education (in terms of degree of education)—competency—culture—mentality. The authors consider that under the conditions of the continuing education system—from primary school to higher education institute—the issues of goal-setting should be stated in regard to solidarity in tasks and shared objective setting—development of a competent knowledge-carrier and competence of personality as an expected outcome. The paper deals with correlation of the “competence” and “competency” notions; understanding of person’s “competence” as an acmeologic category and the potential of intellectual and professional development of personality, the characteristics of which are “competences”, which should be formed in the process of education are established. Given this, “competences” act as integrated characteristics of education quality and graduates’ training, and the categories “competence”—”competency” are a unity reflecting relation of “the potential general” and “the potential particular.” The modern qualitative result of education is a pre-singled out set of specific competences reflected in the competence-based model of education and the graduate’s model, which correspond to social order. The advantage of the competence-based approach in comparison with others is that its use makes it possible to socialize a person in the context of constant instability and development of the society.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.006 | 0.003 |
| Science and technology studies | 0.003 | 0.020 |
| Scholarly communication | 0.010 | 0.010 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".