A methodological assessment of the competence approach in training specialist

The article reveals a number of issues, related to the understanding and implementation of the competence model of professional education. There are considered the following issues of similarity and differences, as well as the integration of the two educational approaches: competence and knowledge-oriented. On the basis of comparing conceptual and structuralsubstantial parameters contradictions in the interpretations of traditionally defined components of the competence (to know, to understand, to have) are shown in the article. It provides the article authors assessment of the present understanding of the competence terminology.