Abstract:
The paper discusses the current questions of revision priorities and transition to the planning
results on the language of competencies, on the methods of diagnosis and assessment of intercultural competence
(ICC) in the Russian Federation and the Republic of Kazakhstan. It is justified that the competence is a dynamic
combination of knowledge, skills, abilities and personal qualities which students must demonstrate after completion of
the educational program. The issues of ICC development by means of learning environment based on the methods of
diagnosis and evaluation is stated in detail that promotes active learning process of students, flexibility and the ability
to self-directed learning, and this, in turn, will help them with future employment in a competitive labor market. The
novelty of the presented research lies in the view of the competence approach as a dynamic, self-sufficient entity. The
author presents the results of practical implementation of the competence model of students in vocational education.
