METACOMPETENCY STATUS IN COMPETENCY HIERARCHY
Statement of the problem and purpose of the article. The article deals with the problem of developing a competency approach in education in the context of expanding types of competences when considering super subject meta-competency as a methodological approach of search activity regardless of the scope of its implementation. The topicality of the metacognitive methods of activity formation in the subject is determined by new living conditions of a modern person, characterized by high dynamics, leading to situations of uncertainty, unpredictability, making continuous productive self-education necessary. The research was based on the methodologyof the polyparadigmal approach, which allows solving certain pedagogical problems with adequate use of systemic, competent and activity approaches. Published articles, monographs and normative documents on the problem of research were used as materials. There was carried out a content analysis, synthesis and research generalization revealing the doctrines of metacognitive psychology, as well as research related to the problem of self-education of a person and self-educational competence development. The research resultswere the essence identification of the meta-competence concept of the activity subject, which is specified by the separated structure of its components with disclosure of their content. Meta-competency is defined as the integrative dynamic quality of an individual, oriented towards self-development in the context of productive continuous education and manifested in the ability and willingness to consciously use appropriate strategies of targeting, self-organization, self-control and self-regulation based on reflection results and intellectual activity boundaries. The competency classification variant is obtained; the status of meta-competency is defined as toplevel super subject competency. The research results enrich the theory of competence approach in terms of expansion of the conceptual field of competences and raise the problem of pedagogical conditions identification of meta-competence formation in the educational process and its diagnosis.