Key competencies and standardization in design education in the UK

Abstract

The article attempts to consider how key competencies are formed in the process of teaching design disciplines in the UK at each stage of education from kindergarten to higher education, taking into account the requirements of the labor market, as well as how the problems of introducing new competencies and developing basic educational standards for productive development are solved at the state and business level. The article examines step-by-step the processes of competence formation at different stages of training, as well as examines the difficulties and failures faced by design education in the UK and ways to solve the difficulties that can be adopted by Russian design education. Thus, the purpose of the study is to extract useful experience in the formation of key competencies in design education in the UK and bring Russian design education closer to practical, responding to the needs of modern society, since design is policy and strategy for managing industries that uses creativity and innovation as a way of designing the future. It is a methodology used to solve complex problems and find the desired solutions for customers by integrating innovations. Undoubtedly, the author is interested in conducting a comparative analysis of the implementation of design education in the EU countries and in economically developed America, which in the future will be a continuation of research in the field of design education in Russia in order to integrate the positive experience of training future designers abroad into the domestic education system.