Formation of future foresight-competencies (მომავლის განჭვრეტადი პროფესიების კომპეტენციების ფორმირება)

Abstract

Nowadays globally, when discussing the main goals of education the focus is actively turned towards the competency approach in the training of the future professionals, which is considered within the context of the Bologna Process. Countries participating in the said process cite competencies as a principal criterion that determines how well are young professionals prepared for instability of their working conditions or social life. Solution to the said problem lies in introduction of the foresight competence model to the educational activity of the active professionals and building foresight capacity of the future professionals during their basic vocational training. The said approach allows for the development of a model for skills and competencies of the professionals of a specific field as well as their professional future, which will ultimately contribute to the growth of the national economy and the development of the country. In our times, forming foresight competence calls for training of professionals who will be able to work in new directions and implement new plans. And moreover, the focus of attention is not only their professional future, but also their extraprofessional competencies. In this regard, the research was conducted at the Educational & Scientific Center of Imitation Modelling of the Tbilisi Ivane Javakhishvili State University and the results were reported at various international scientific forums. Georgian TV channels have repeatedly covered the topic and special programs have been dedicated to the Center’s activity in training of students. Based on the models developed in the mentioned center, as well as in other leading training centers, aimed at promoting diverse knowledge and skills in students and develop competencies necessary for their future professional activities, the following points have been highlighted: 1. Students’ ability to determine their professional identity, i.e. to identify themselves with a professional of a particular field in terms of their qualifications and skills. 2. In the area of extra-professional skills and competencies research has shown that as a result of participation in an environmental imitation experiment with performing the functions of real professionals, where the task is to get knowledge of the environmental problems, students develop environmental thinking, culture and consciousness and acquire new competencies in the field. 3. Socialization - another area of interdisciplinary skills and competencies - has been identified with the participation of students in business games where they had to work in a competitive environment, in the presence of separate groups with different interests, when accepting or rejecting the interests of specific groups was based on their social benefits, which was proved through the proper justification. Socialization presents an important condition of running a successful business. It should be noted, that in addition to the skills and competencies established by our research, imitation experiments bring along other advantages, such as development of students’ business potential and creative skills; the practices for making the right decision; familiarization with the real conditions of future professional activity. All such skills and competencies are important for a professional working in any sector of economy.