KOMPETENCIJŲ PERIMAMUMO ELEMENTAI IR REZULTATAI PROFESINIAME RENGIME
ELEMENTS AND RESULTS OF COMPETENCIES‘ PERMEABILITY IN VOCATIONAL TRAINING

Summary/Abstract: Straipsnyje pateikiami kompetencijų perimamumo profesiniame rengime elementai ir rezultatai, atskleidžiantys kompetencijų perimamumo svarbą. Analizuojama kompetencijų perimamumo reikšmė šiuolaikinės mokymosi paradigmos kontekste. Plečiantis savarankiškam ir tęstiniam mokymuisi didės kompetencijų perimamumo reikšmė. Permeability is an important factor in ensuring the training optimization: it enables to shorten the new teaching or studies content including the acquired competences (Laužackas 2008). Permeability implementation encourages individuals to continue learning, saves not only time but also financial costs (Rusakova, Rauhvargers 2010). Valiulienė (2011) argues that permeability in the scientific literature has not yet been fully analysed. Permeability concept within vocational education and training was defined by R. Laužackas (2004). The scientific literature more analyses knowledge transferability (Levin, Cross 2004, Butler, LeGrice, Reed 2006, Howlett, 2010). L. Anužienė, V. Tūtlys and A. Anužis argue that “permeability of learning can be defined as a characteristics within education and training system that ensures an efficient and motivating to learn transition from one learning or studies level or a sub-system to the next level or sub-system” (2011: 20). Competency permeability concept can be related to the recognition of qualifications, comparability, transferability and vocational qualification levels. To ensure permeability it is necessary to take into account the internal institutional order and the person’s actual competencies. Permeability of competencies at the personal level is closely associated with the development of competencies – one of the essential aspects of permeability in vocational training. According to R. M. Andriekienė et al. (2004:14) based on the contemporary life-long learning paradigm, the training and education programmes should be based on competencies education and development. The aim of one or another specialty training and study programme (to develop skills required by profession) will be best attained when the programme will be developed in stages (Professional knowledge and skills – applied studies – academic studies) and will create a consistent permeability between the different levels of vocational traininginstitutions. Research problem – elements of competencies permeability and importance of results to the vocational education and training system gets insufficient manifestation at practical level, although this is much discussed about and it is admitted that permeability is particularly significant during the cognition of competencies and their confirmation.

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