FUTURE SPECIALISTS’ SOCIALIZATION IN THE CONTEXT OF COMPETENCE APPROACH SOCIALIZACIÓN DE FUTUROS ESPECIALISTAS EN EL CONTEXTO DEL ENFOQUE DE COMPETENCIA SOCIALIZAÇÃO DE FUTUROS ESPECIALISTAS NO CONTEXTO DA ABORDAGEM POR COMPETÊNCIAS M. G. Sergeeva. Federal Penitentiary Service of Russia – Russia

The solution of the problems facing the modern Russian society largely depends on the beliefs, expectations, values and attitudes of people that determine their attitude to innovation, content, effectiveness and efficiency of various activities. Social adaptation (active inclusion in the social environment) of the individual assumes as a necessary condition the achievement of a certain level of social competence. The modern social environment has a significant impact on the process of personality formation, causing certain contradictions: on the one hand, socio-cultural modernization necessitates a new approach to the problem of social self-realization of the individual, requiring increased human activity as a subject of social life, taking responsibility for their activities and behavior, but, on the other hand, the instability of modern society increases the natural difficulties of growing up; the situation of uncertainty leads to deformation of personal development, disadaptation in society. Modernization of the education system has led to changes in the content, forms, methods and technologies of education, in connection with which there was a need to assess the results of the functioning of the education system. Analyzing the quality of a modern specialist training, researchers increasingly began to turn to the competencies formed during studying, among which an important place is occupied by social competence, estimated as the most important indicator of professional competence of a specialist in general, and in particular, in the field of economic, labor, social relations.


Introduction
In modern Russian education, the principle of variability is increasingly being implemented, allowing both individual teachers and teaching staff of educational institutions to design the educational process using innovative pedagogical technologies. However, modern education is mainly aimed at instilling students a certain amount of knowledge in academic disciplines. As for specific skills, they are taught in a rather narrow framework of a particular subject. A natural question arises: whether the modern Russian school prepares sufficiently its graduates for the future life, whether it instills the ability to analyze independently real situations and find the most optimal ways to solve problems ( K.D. Ushinsky pointed to the extreme importance of these points: "...No education disturbs so terribly the balance in the child's organism, no education irritates the nervous system of children as our Russian does. We, so far, all attention pay solely to learning, and the best children spend all their time only in reading and learning, learning and reading, without trying and exercising their strength and their will in any independent activity, even in conveying clearly and distinctly, even in words, what they have learned or read; they are early made by some kind of dreaming passive beings, all going to live, ... all preparing for activity and remaining forever dreamers ... Development of the head and the complete impotence of the characters, the ability to understand everything and dream about everything, and the inability to do anything-these are the fruits of such education". Many years have passed since then, but Práxis Educacional e-ISSN 2178-2679 Revista 574 the problem is still very urgent. This, in particular, is indicated by the fact that gifted Russian schoolchildren and students, participating in modern international intellectual competitions, such as PISA (Program for International Students Assessment), often find themselves at a height where the task is limited to solving theoretical problems or reproducing their thoughts on paper. But in cases where it is necessary to explain or prove skillfully the practical significance of their ideas, the result is much more modest (Gadzaov &

Literature Review
The problems of the competence approach in education are the subject of many studies 2) determination to create relationshipswillingness to communicate; 3) influenceproperty, covering the ability of suggestion (the power of influence); 4) "I-concept"a cognitive-emotional image, the core of which is self-esteem.
R. Ulrich developed the concept, which formulated seven characteristics of socially competent person. According to these researchers, a socially competent person has the following abilities: 1. To make decisions about themselves and strive to understand their own feelings and requirements.
2. To forget blocking unpleasant feelings and own uncertainty.
3. To imagine how to achieve the goal in the most effective way..

4.
To understand properly the desires, expectations and demands of others, to weigh and take into account their rights.

5.
To analyze the area defined by social structures and institutions, the role of their representatives and incorporate this knowledge into their own behavior.
6. To imagine how to behave in specific circumstances and times, taking into account other people, the limitations of social structures and their own requirements. 7. To be aware that social competence has nothing to do with aggression and involves respect for the rights and obligations of others.
The analysis of the literature allowed determining competence as an integral personal and professional quality of a person who has completed a certain level of education, expressed in readiness and ability on its basis for successful, productive, and effective activities, taking into account its social significance and social risks that may be associated with it; providing an opportunity for effective interaction with the outside world with the help of appropriate competencies.

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The structure of any competence, according to most researchers, include: a) knowledge of the subject of activity; b) the ability to navigate in situations related to this subject; c) the ability to identify correctly their resources, the resources of others, to set tasks and find adequate solutions; d) experience with objects; e) developed intuition, reflection and empathy.

Proposed Methodology
The complexity of the process of formation of a person as a professional and a professional as a person and an active subject of life as a whole determines the invariant nature of the tasks arising in any community regardless of the prevailing cultural and historical conditions. For example, the level of competence of social leaders undoubtedly has a significant impact on the development of any community. Therefore, the analysis of the phenomenon of "competence", its content, structure, role in the changing socio-cultural context is an urgent problem of social philosophy.
The nature and scale of the tasks that Russian society has been solving over the past decade reveal a certain specificity of competence formation, especially in the sphere of social competence, understood as the possession of methods of cooperation, joint activity, communication, as well as leadership and social responsibility for the results of their activities.
First of all, we are talking about the impact of the syndrome of "socialist mentality", which left a deep imprint on the motivations and social attitudes of generations of Russians. The existing non-directed mechanisms of "adaptive reactions" formation to the outgoing social conditions is rooted in the mass consciousness and contributes to the solution of the competence problem in professional and, perhaps, even more in non-professional activities.
Years of protracted "reforms" in many areas of life have led to the pervasive spread of the syndrome "wait and see", which includes, on the one hand, passivity, conformity, mediocrity in public roles, and on the other hand, the natural desire for success, self-realization, and achievements in personal life. People refuse to take an active part in public life, because they do not see any real ways to change anything. Distrust of the authorities, critical attitude to official reports and at the same time willingness to believe gossip, rumors, and prophecies make the mass consciousness of Russians a favorable environment for the existence of various myths that can "make reality intelligible". In this regard, the understanding of the role of urban culture (in particular -the cultural myth of the city) in the formation of socially competent personality is of particular relevance.

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In our study, we adhere to the position that social competence is social skills that allow a person to fulfill adequately the norms and rules of life in society. Therefore, meaningful social competence is often presented as an active, proactive and constructive position of a person in the life of society, their participation in the events taking place around and responsibility for it, their desire to improve the quality of their own life.
Thus, social competence is a personal education that integrates the social experience of a person at a certain age stage; cognitive, moral-value, personal qualities that allow a person to realize an active life position, taking responsibility for their activities and behavior.  The algorithm of development of the simulation method "Educational firm" establishes the correlation between the pedagogical goals of each stage and the applied teaching methods. Moreover, the first two stages of the algorithm (the creation of an "Educational firm" and the functioning of "Educational firm") are invariant and are common to all specialties of the vocational education system. The third stage is variable and focused on a specific specialty.

Conclusion
Education turning to personal orientation means the adoption of the provision according to which everyone has the necessary educational potential; the main thing is to help them realize this potential, i.e. to provide pedagogical support to the individual at the stage of their social development. The process of pedagogical support is interpreted as assistance to the subject of development in the formation of the orientation field, in which the subject himself is responsible for the actions.