Özet:

There were analyzed Normative documents of the interstate structures (UNESCO, UNICEF, UNDP, the International Department of Standards) and non-profit international organizations and foundations (the Roman Club, the 21st Century Partnership, the Center for the Redesign of Educational Programs, the Institute for Business Ethics, the World Education Forum, the Students' Training School Oxford University and the British Nesta Foundation for the Development of Innovations), developed over the last decades, the world experience in identifying competencies  was outlined. The content of the terms "competence", "key competencies" in order to determine the categorical apparatus and the terminology of the research was specified. The results of long-term research of competencies in 100 countries of the world were presented in order to identify and select the key ones, and their comparative analysis of 2015 and 2020 was presented by analysts and experts of Worldwide Economic Forum. The data of the conducted research testify that the competence in the complex solution of problems remains as a priority in the modern world space. Critical thinking and creativity should ensure the selection of information, its correct rethinking; contribute to the fullest disclosure of talents and capacity building. The system-structural scheme of analysis of the definition of key competencies in the world by interstate structures and non-profit international organizations and foundations was created. Global problems of the educational crisis rise were characterized and  requirements of society for specialists were defined. Foreign practice of solving modern problems and formulating the requirements for the 21st century education was characterized, essential characteristics of updated key competencies for further implementation of international norms into the educational process of domestic educational institutions were revealed. It was proved that for successful implementation of competences in educational programs and plans it is necessary to determine their general set within educational institutions depending on the branches of knowledge and specialization and provide educators and academic staff with necessary scientific, methodological and methodical tools, develop their ability to self-education and making a career and a new way of teaching others Author Biography Svitlana Tolochko, National Pedagogical Dragomanov University Pirogova str., 9, Kyiv, Ukraine, 01601 PhD Department of Adult Education

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