In the article the authors propose the analysis and criticism of the competence content of the professional practice-oriented phenomenon «World Skills», as well as the passport of formation of the competence of graduates. In the first part, the authors analyze the content of the regulatory document of the championship standards «World Skills» under the title «Technical description of competence» and the existing version of «Skills Passport». The authors define competence as the willingness and desire for a certain kind of work, from which follows the ability of a person to implement the knowledge and skills for effective labor action in a specific professional environment, and concludes that the current technical description: defines the competence as a professional skill; identifies the concept of skill of the worker with his competence, etc. it is Noted that the Skills Passport according to the «World Skills Russia» is a total reflection of the content of the above-mentioned technical description. According to the authors, the category «competence» is determined by the participants of the movement «World Skills Russia» as a result of practical demonstration of skills, based on the use of a limited amount of knowledge and skills possessed by the individual, sufficient to implement the task. In this case, there is an attempt to form the requirements for the quality of the workforce, not using the category «competence». In the second part of the article the substantial analysis of the passport of formation of competences of graduates of higher educational institutions on a concrete example is offered. It is concluded that in this case there is a categorical mismatch of subordination of the concepts «competence» fixed in the Federal state educational standard (in the context of educational process) and offered by authors (in the conditions of existence of the person in the course of work). In the current Federal state educational standard, competence is not considered in the specific weight state, which does not imply its digital content. There is a lack of mathematical formalization of the competence component, which would lead to the emergence of a discrete state assessment of the quality of the workforce, as one of the most important aspects of the digital economy.
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