REVIEW OF PAN-CANADIAN GLOBAL COMPETENCIES IN THE CONTEXT OF THE REFORMING OF PRIMARY EDUCATION IN UKRAINE

Abstract

This article focuses on education reform and modernization in Ukraine, as well as Canadian educational experience in defining global competencies. The school becomes the place where the key competencies necessary for further life and self-development should be formed. Among these core competencies, the Council of Ministers of Education of Canada identifies critical thinking, lifelong learning, communication, collaboration, creativity, entrepreneurship, and more. In the context of reforming education in Ukraine, the Concept of the New Ukrainian School also prescribes the key competencies that a future citizen, patriot and innovator of their country should possess. In a modern primary school, the child's focus is not on the accumulation of information, but on the assimilation of intellectual techniques that are part of the culture and an integral part of the content of education. The main thing in education should be interest, development of cognitive activity of junior schoolchildren, formation their positive attitude to process and results of the work. The article contains a comparative analysis of two groups of competencies: Pan-Canadian global competencies and key competencies of the New Ukrainian School. In addition, some aspects of the successful implementation of competency-based learning are presented, the features of the pedagogy of partnership and inclusive learning are considered. Indeed, generations of children come to school living in an information society, in a digital environment, and to reap its benefits, we educators need to rethink the value of knowledge and the self-sufficiency of the teacher as a source of information. The main mission of the school is to bring the student's personality into a mode of self-improvement through the formation of key competencies.