GENDER COMPETENCE AS A FACTOR OF THE INTEGRATION OF THE GENDER APPROACH HIGHER EDUCATION

Abstract

In the article, based on the analysis of the gender parity and manifestations of gender segregation in the sphere of higher education of Ukraine, the need to integrate a gender approach into the educational process, an important direction of which is the formation and improvement of gender competence of applicants, teachers, scientists, managers of education institutions is substantiated. Methodology: Theoretical methods utilized in this study include analysis of scientific literature, synthesis, deduction, induction, comparison, classification, and information generalization. Scientific novelty: The components of gender competence as a constituent of professional and social competences of a specialist are: the content (knowledge) component is gender knowledge, as an intellectual basis for the understanding of the essence and significance of gender balance for social development and the implementation of purposeful actions to ensure it in the professional environment; value component – gender values as an awareness of the importance to ensure equal rights and opportunities for women and men, overcoming gender discrimination and destructive gender stereotypes; process component determined by content and value components – skills and ability to solve gender problems was revealed. The formation and development of gender competence should include the implementation of analytical, programplanning, organizational-management, scientific-methodical, educational measures of systematic training of specialists, capable of gender-sensitive professional activities was determined. Conclusions: The formation of gender competence is an end-to-end factor of the integration of the gender approach into social processes, a condition for the successful implementation of measures of the state policy of gender equality not only in education, but also in all spheres of social life is proved.