The paper analyzes major tendencies relevant for implementation process of the competence approach into educational systems of several countries and its interrelation with the transition from dysfunctional to functional education. The authors show the results of a two-stage sociological study conducted in order to analyze the development of the educational-cognitive competence as an element of functional education among students from USA, Germany and Russia. The paper identifies the main factors that determine the development of the educational-cognitive competence and compares the level of competence development among the students of bachelor level from the three countries.
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