The problem of communicative competence in the modern world is equally important for business and educational organizations, so this has become the object of social research. The researchers of Western countries (Habermas, 1970, Hymes, 1972, Heberman, 1977, Harris and Cronen, 1979, Harris, 1979, Moirad, 1982, Gez, 1985, Henrici, 1986, Hammer, 1989, Spitzberg, 1989, Van EK, 1994, Fritzsche, 1994, Hutmacher, 1996, Flusser 1998, etc.) pay a lot of attention to the analysis of this problem. In recent years the importance of this competence has been particularly emphasized in many EU documents (Barcelona European Council, March, 2002; Memorandum on Lifelong Learning, 2000; European Dimension In Secondary Education, 1997; Maastricht Agreement of European Union – article No 151, 1992; European Dimension in Education, 1993; White Paper on Education and training: Teaching and Learning Towards The Learning Society, 1995; European Council Resolution (December 16, 1997); Recommendation 1383, Linguistic Diversity, 1998, Passport to Mobility, 2001, etc.). The problem of communicative competence has been also analysed in the space of Lithuanian social studies, the education of communicative competence in the native and other languages is particularly emphasized in the General Programmes of Lithuania for School of General Education (2002), in General Programmes for General Education and in standards of development for XI – XII forms (2002), etc. When researching undergraduate study programs at Lithuanian Universities following problems were stated: insufficient qualities of student’s self-analysis, self-directed learning and formation of communication skills; insufficient communication of teachers and students during study process; limited possibilities team work with representatives of other professions when solving problems (Sveikauskas, 2006). The results of the educational experiment (Chreptaviciene, 2002) suggested, that implementation of expediently prepared, theoretically based system of the development of written business communication skills helps to form the written communication skills of higher level than those acquired in ordinary studies. Therefore, this research paper tried to answer the question: How to improve the quality of pedagogical practice in order to help learners to form verbal communication skills? The aim of this paper is to reveal tendencies on verbal communication competence development (e.g. public speaking skills) when realizing study module program „Basics of Communication” of Bachelor's degree program in Informatics, Informatics Engineering, Applied Mathematics, Applied Physics, Electronics Engineering, Electronics Engineering and Management, Telecommunications. The objectives of the research may be defined as follows: • to analyse the structure the relation of the conceptions of linguistic competence and communicative competence, • to describe the educational system in the development of communication skills; • in order to reveal the students’ learning experience in expediently prepared, theoretically based system of the development of communication skills to perform the qualitative analysis of the public speaking evaluations presented by the students. The first part analyzes the relation of the conceptions of linguistic competence and communicative competence, presents the description of the concept of communicative competence and the space of holistic communicative competence (which integrates linguistic, socio-linguistic, discourse, strategic, socio-cultural, social sub-competencies, as well as sub-competencies of information communication technologies) and describes the educational system in the development of communication skills. The educational system is realized as study module program „Basics of Communication”. The second part of paper will present and discuss qualitative analysis of students (of Bachelor's degree program in Informatics, Informatics Engineering, Applied Mathematics, Applied Physics, Electronics Engineering, Electronics Engineering and Management, Telecommunications) learning experience developing public speaking skills.

The following theoretical concepts form the methodological framework for the research: • modern view of social communication as a dynamic, open, purposeful information exchange process which is influenced by many factors (Dance, Larson, 1972; Persing, 1981; • integration of different sciences – in addition to education science, management, communication theories and linguistics are employed for solution of educational problems; • the concept of competence (Lepaitė, Jucevičienė, 2000) in which competence is approached as a holistic unit consisting of minor subcompetencies; • learning are revealed through the levels of reflection (Habermas, 1971; Hatton and Smith, 1995), by combining them with the levels of learning (Kahane, 2004 (based on Argyris et it al.,1985; Schon, 1987; McArthur, Putnam and Smith,1999); Jucevičienė, 2006). The following methods were applied in the research: 1. Scientific literature content analysis contributes to the framework of expediently prepared, theoretically based system in the development of communication skills. 2. Content analysis of the public speaking evaluations and self-assesements presented by the students.

The expected outcomes: The framework of expediently prepared, theoretically based system in the development of communication skills sets positive environment for development of communication skills. Learning activities, e.g. learning reflection, peer evaluation, self assesement help the students to develop his/her transferable competencies such as public speaking skills, self assessment competence, change, information and knowledge management competence.