pitukhina, maria

Competence-Based Approach as a Tool for Society Sustainable Development and Economic Growth: European Experience for Russian Soil

Sustainable development in the framework of innovative economy implementation and highly competitive labor market is highly problematic. Such economy development is possible only in terms of both workforce and human capital development. In order to provide this, it is necessary to develop and improve human capital where the basis is “lifelong learning”. The mechanism for “lifelong learning” implementation is in competence-based approach both development and implementation what is proved by conceptual documents of the EU and Russia.

Northern Europe experience is especially unique in terms of workforce and human capital development. It is necessary to claim that in these countries “lifelong learning” doesn’t necessarily ends alongside with tertiary education graduation. Graduates proceed further with vocational training. In accordance with the OECD “Education at glance” reports more than 60% of population in Sweden and Finland  run vocational training annually, while in other OECD member-states this number amounts to maximum 40%, in Russia – to 15.8% only. Moreover, educational process in Sweden lasts 7.7 years, in Finland – 8.4 years, in Denmark – 8.4 (8 years on average), while in the OECD member-states it varies from 6 to 8 years and in Russia – maximum 6 years. All these factors in combine contribute to unemployment duration of less than 6 months in Northern Europe and about 7.2 months in Russia.

In the EU both long-term projection of necessary competences and qualification frameworks development has been recently carried out. It is widely perceived that in current dynamic environment qualification frameworks are to be upgraded with necessary competences, first of all, in science and technology prioritized areas (mostly hi-tech). Vocational training programs are the principal instruments for permanent staff competences improvement, that is – “lifelong learning” quintessence. Let us also remind, that vocational training is unpopular in Russia and involves only 15.8% of population. Currently a huge project is being mutually implemented by 4 universities - Higher School of Economics, business school SKOLKOVO, Petrozavodsk State University, Moscow State University. Under the project lists of future competences for bachelors and master students as well as for vocational training graduates are to be compiled as an inalienable feature of “lifelong learning” concept. It is necessary to claim, that research held in Russia is backed up with European experience, of Northern Europe, in particular, where human capital is increasingly developing. Northern Europe experience is considered to be progressive in terms of “lifelong learning” implementation, competence-based approach, sustainable development. Such experience might help Russia to achieve the goals it settled.

Wednesday 24 October 14:30-16:30 Panels I, Panel 2 Regulation, Education and Economic Competition (Hall 14)