This article discusses issues devoted to the actual problem of the competence-based approach in
pedagogical vocational education. The concepts of ―competence‖ and ―competency‖ are defined. Competence is
interpreted as a direct result of education, expressed in the mastering by students of a certain socially demanded set of
activity. When considering competencies, the issues of their structure, constituent components and connections between
them are highlighted. Mandatory competencies for specialists include: cognitive – as a reflection of the scope and level
of professional activity; normative – as a sphere of professional activity; communicative; creative. The presented
competencies are aimed to determine the possibility of transforming knowledge into innovative technologies, in the
ability to master the features of methodological reflection as well as the skills of self-learning and advanced training.