Bulletin Samara State Agricultural AcademyBulletin Samara State Agricultural Academy1997-32252782-4225Samara State Agrarian University22952Research ArticleTHEORETICAL AND METHODOLOGICAL BASIS OF THE PROBLEM CONCERNING THE IMPLEMENTATION OF COMPETENCE-BASED APPROACH TO THE ASSESSMENT OF PROFESSIONAL EDUCATION QUALITY IN HIGHER EDUCATIONAL INSTITUTIONSKhismatullinaZ Ncand. of social. sciences, associate professor of department «Social work, pedagogy and psychology»zulfiya33@gmail.comFSBEI HVE Kazan NRTU15062015210711211032020Copyright © 2015, Khismatullina Z.N.2015The aim of this work is to give theoretical and methodological substantiation of the problem concerning the implementation of competence-based approach to the assessment of professional education quality in the higher educational institution. The most important tasks include: orientation of the educational process on the results, clear identification of what a graduate should know and be able to do to be in demand in the labour market; changes made in the presentation of results from the assessment of knowledge, skills and abilities to the characteristics of the acquired competencies; development of the methodology and techniques of assessing education quality. Competency is seen as a set of knowledge, abilities, skills, personality traits, ways of activity specified in relation to the range of objects or processes. Competence reflects the degree of mastering a certain competency by the trainee including his personal attitude to it and the object of activity. Differentiating these concepts, it is necessary to bear in mind that competency is a predetermined requirement (norm) to the educational training of the student while competence is his established personal quality. The analysis of education quality assessment problem is carried out by external social quality using indicators of population educational qualification, large-scale participation, accessibility and statehood of education, and by internal institutional quality as assessment of a particular institution using indicators of professional preparation quality of its graduates, the content of education, human resources, as well as material and technical resources, etc. Modern quality assessment systems are based on the new paradigm of education standardization, on subject-activity structure of assessment tools. For their maximum similarity to the conditions of future professional activity, employers, undergraduates, professors delivering multi-disciplinary lectures and others should actively be involved as outside experts. New system of control should allow both the student and the University as well as third-party organizations to evaluate the quality of the acquired competencies, the intensity and effectiveness of the educational process and the educational program, the degree of their adequacy to the terms of future employment more objectively.controlassessmentmonitoringqualitystandardscompetenciesконтрольоценкамониторингкачествостандартыкомпетенции[Байденко, В. И. Компетентностный подход к проектированию государственных образовательных стандартов высшего профессионального образования (методологические и методические вопросы). - М. : Исследовательский центр проблем качества подготовки специалистов, 2005. - 114 с.][Богословский, В. А. Принципы проектирования оценочных средств для реализации образовательных программ ВПО: компетентностный подход // Высшее профессиональное образование - синтез теории и практики : сб. статей. - М. : МГТУ им. Н. Э. Баумана, 2009. - С. 119-129.][Галямина, И. Г. Проектирование государственных образовательных стандартов высшего профессионального образования нового поколения с использованием компетентностного подхода // Россия в Болонском процессе: проблемы, задачи, перспективы : сб. трудов методологического семинара. - М., 2005. - 66 с.][Жигалев, Б. А. Педагогическая система оценки качества образования в современном вузе (теоретико-методологический аспект) : монография. - Нижний Новгород : НГЛУ им. Н. А. Добролюбова, 2007. - 115 с.][Зимняя, И. А. Ключевые компетенции - новая парадигма результата образования // Высшее образование сегодня. - 2005. - №5. - С. 34-42.][Зимняя, И. А. Ключевые компетентности как результативно-целевая основа компетентностного подхода в образовании. - М. : Исследовательский центр проблем качества подготовки специалистов, 2005. - 40 с.][Селезнева, Н. А. Государственный образовательный стандарт высшего профессионального образования нового поколения как комплексная норма качества высшего образования: общая концепция и модель / Н. А. Селезнева, В. И. Байденко. - М. : Исследовательский центр проблем качества подготовки специалистов, 2005. - 43 с.]