This article discusses the content of the concepts of «readiness» and «competence» in the context of ongoing changes in the educational system. The authors focus on factors external to the education system that determined the rapid growth of dissertation research in line with the competency-based approach (up to 400 works per year) after 1999. At the same time, the origin and initial philosophical ideas of the competency-based approach fundamentally contradict the values of the domestic mentality. The article is illustrated by a graph compiled based on a quantitative analysis of search queries in the scientific electronic library https://elibrary.ru/.
competence, readiness, the result of the educational process, competency-based approach, components of readiness, components of competence
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