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Abstract: The article is devoted to the analysis of problems of implementation of the competence approach in the Federal state educational standard of higher education "Pedagogical education" and Federal State education standards for primary general education. According to this research, the problems of defining the basic concepts of the Federal state educational standard of higher education "Pedagogical education" are the leading ones. Besides it is impossible to assess the level of competences that were formed in the educational process. The main problem of implementation of this standard, which is directly associated with the vagueness of the term "competence", is lack of proper methods of assessment of the level of formation of competences of graduates. In this situation, the University can only postulate the achievement of the goal (the formation of a specific competence), but to prove its achievement in this system is impossible. The analysis of practice of implementation of the Federal State education standards for primary general education shows a similar situation. Subject results are diagnosed by the methods developed by the authors of educational programs of this academic subject approved by The Ministry of Science and Education of Russian Federation, they do not allow to compare the results of schoolchildren who study in different programs within the same education standards. This comparison is possible only once - at the end of the study with the help of the results of national tests. Metasubject and personal results at the level of the schoolchild, class, and elementary school in general, are almost never diagnosed, and the prospects for the implementation of this compulsory component of the standard appear to be rather vague. One more problem is added by the fact that the real training of future teachers to work according to the ideology and methodology of the current standard of school education has begun recently. Besides, little attention is paid to the issues of pedagogical diagnosis and to measure school performance. In general, it can be argued that the specific versions of the standards being implemented (in the university, school) are similar to the original (neighboring) model only by the names of competencies (universal educational actions).