Education is a priority area for social and economic, spiritual and cultural development of the Ukrainian state. Competence approach to education gets the status of the latest international education strategy. The main idea is in the approval and support of the democratic ideal, mastering skills by younger generation to learn, act and enrich common experience of life. That comes to social competence. The problem of adolescent social competence is of particular relevance, as it forms the basis for effective realization of life-giving strategies, prevention of deviant behavior, social adaptation successful, becoming a full-fledged subject of public relations. The purpose of the study is based on a synthesis of theoretical foundations of the investigated problem and study the practice of designing educational process at secondary school substantiate and verify experimentally pedagogical conditions of social competence of adolescents by design means. Adolescence is sensitive to the development of social competence. Emerging theories of youth development such as resiliency, self-efficacy, and risk/protective factors have stressed social competence as an important dimension of successful adolescent development. An understanding of the development, maintenance, and enhancement of social competence is useful in determining how to help protecting adolescents from negative influences and assist them in reaching their optimal potential. Social competence is domain specific and developmental. Yet defining social competence is not an easy task. There is no consensual definition. Definitions vary according to their relevance to differing theories and approaches. Definitions fall into two main categories: global, generalized definitions; and definitions which consider specific components and skills (competencies) which serve as indicators of social competence. Definitions also differ according to a focus on either internal processes and behaviors or external outcomes. Since the effectiveness of social behavior can only be determined within the context of a particular social environment including communities, peer groups, families and cultures, it appears that both individual behavior and social outcomes are important considerations in defining socially competent behavior. Socially competent adolescents have a sense of belonging, are valued, and are given opportunities to contribute to society. The importance of addressing of the axiological component (e.g., value), cognitive (e.g., problem solving), emotional and volitional (e.g., empathy and volitional qualities), behavioral (e.g., social skills training) components of social competence in enhancement efforts has been suggested in this research. Designing of educational process promotes the development of social competence of adolescents. The purpose of the designing is support to the development and practice of social competence adolescents with through a social-skills curriculum and social interaction. Designing is fertile ground for building and refining ideas for innovation. Development of social competence means design involves purposeful activity of all participants in the educational process: forecasting and development of concepts, models. Targeting educational activities based on actual problems of adolescents and their potential. A design task of educational institutions, personal problems of students takes the process of designing educational activities in developing personal plane pedagogy. The thesis analyzes the development problems of adolescent social competence by means of the design of the educational and upbringing process. It is found the essence and structure of the social competence of adolescents. Clarification of the key concepts of the study was done. It identifies the components (axiological, cognitive, emotional and volitional, behavioral); criteria (the value of the interaction, the prevalence of spiritual values, knowledge and awareness, positive attitude and confidence); indicators and levels of social competence of adolescents (high, medium, low). Indicators interaction criterion values defined: value attitude to itself as the subject of cooperation; value attitude to other people (respect for cultural differences); prevalence of spiritual values (the man and his life as intrinsic value, tolerance, kindness, service to others and so on) in the value orientations of the individual. Performance criterion "knowledge and awareness" is understanding and awareness of socially relevant personality traits that contribute to successful socialization and strong interest in social life. Indicators test positive attitude and confidence is the predominance of positive emotions in the interaction with other people; empathy; self-regulation, self-control emotional states in the interaction; the desire to bring to completion socially useful work, confidence in their own abilities. The indicators of the ability to test the interaction defined actions and flexibility in the performance of social roles adequately the requirements of the social situation; ability to make independent decisions and take responsibility for them; capacity for constructive interaction, finding the best way out of the conflict; ability to initiate socially useful work together. Pedagogical conditions of development of social competence of adolescents were theoretically grounded and experimentally tested (the introduction of design in the educational process of the institution is the formation of the project thinking teachers to develop social competence of adolescents, the development of content and organizational methods of the development of social skills of teenagers by means of designing the educational process; records of the results of psychological and pedagogical diagnostics in the organization of individual, group and collective forms of social and communicative activities of adolescents). Effective implementations of pedagogical conditions of development of social skills of teenagers were characterized by means of designing the educational process. Social competence should be considered an important developmental goal for all children.
