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Reference:

Pedagogical Conditions for Preparing Employees of the Ministry of Internal Affairs of Russia to Act in Special Conditions

Sadekov Rustem Rafekovich

ORCID: 0000-0002-2739-5490

PhD in Pedagogy

Deputy Head of the Department of Psychological-Pedagogical and Medical Support of the Department of Internal Affairs Activities at the Russian Institute of Officials Training and Education

142007, Russia, Moscow Region, Domodedovo, Fir street, 3

vipk10kafedra@yandex.ru
Other publications by this author
 

 

DOI:

10.7256/2454-0692.2023.1.39646

EDN:

EULEHO

Received:

22-01-2023


Published:

06-02-2023


Abstract: The authors consider in detail such aspects of the topic as the pedagogical conditions for training employees of the Ministry of Internal Affairs of Russia to act in special conditions in modern conditions. The article deals with the essence of creating special pedagogical conditions, the issues of teaching academic disciplines in departmental educational organizations to tactically-oriented training of employees of the Ministry of Internal Affairs of Russia to perform service and combat operations, in conditions of various levels of danger that pose a threat to the state, the population, infrastructure and life support facilities. This paper presents recommendations on the conduct of classes, the use of training programs, various forms and methods of conducting classes. The pedagogical conditions for the formation of professional competencies of employees of the Ministry of Internal Affairs of Russia are described: motivation and readiness for professional activity, formation of skills of self-development, regulation, professional special, moral and pedagogical training. The main conclusions of the study are that employees of the internal affairs bodies of the Russian Federation provide protection to citizens and the state. An important point is the formation of their professional motivation skills for further training and work. The basis of the qualities of the employees of the Ministry of Internal Affairs of Russia are the moral characteristics of professional stability. They are formed throughout the life of a law enforcement officer, but it is training that lays the foundation for the characteristics with which he will enter the path of his activity. Pedagogical conditions at the time of training are the main factors of socialization of the future defender of the state, legitimate rights and interests of society.


Keywords:

pedagogical conditions, Ministry of Internal Affairs of Russia, an emergency, feature, danger, ATS, lessons, teachers, tactics, special conditions

This article is automatically translated. You can find original text of the article here.

Introduction.

To date, educational organizations of the Ministry of Internal Affairs of Russia, which include academies, universities. institutes, training centers that accept employees of the internal affairs bodies of the Russian Federation for training, prepare for the performance of official duties and operational combat operations by specialists in special conditions, are part of a single hierarchical structure with a verified development concept, with the goals and objectives of training highly qualified specialists for actions in various conditions, including those associated with solving issues in abnormal conditions. This fact ensures the relevance of considering this issue within the framework of a new stage of improving the pedagogical training of employees of the Ministry of Internal Affairs of the Russian Federation in the system of higher education, as well as additional professional education. One of the main areas of training of specialists is the combat and operational training of specialized units or detachments that perform official duties in special conditions. This type of conditions can be characterized as a situation that has developed as a result of the emergence of a state of emergency or martial law [3, p. 141].

Ensuring the safety of the population in an emergency situation plays an important socio-political role. That is why the Ministry of Internal Affairs of the Russian Federation develops recommendations on methods for improving the service-applied training of future and current practical employees. The urgency of the problem lies in the growing number of cases of emergencies of various types. The activity of law enforcement agencies in conditions of facilitating the elimination of the consequences of life-threatening situations is responsible and complex. That is why this issue has practical significance [2, pp. 128-129].

The purpose of the study is to study the peculiarities of the formation of pedagogical conditions for training employees of the Ministry of Internal Affairs of Russia to act in special conditions.

The object of the study is the readiness of employees of the Ministry of Internal Affairs of Russia to work in emergency conditions.

The subject of the study is the scientific and methodological support of pedagogical conditions for the development of skills of employees of the Ministry of Internal Affairs of Russia.

The hypothesis of the study. The possibility of establishing the confidence of employees of the Ministry of Internal Affairs of Russia in their professional activities is a purposeful pedagogical interaction that ensures the personal and physical development of specialists in all directions. Its effectiveness is due to the creation of special pedagogical conditions.

Materials and methods. The work is based on the analysis of theoretical propositions and literary sources on this problem. The basic pedagogical conditions for the formation of skills for performing specialized service tasks in special situations have been developed.

The results of the study. Employees of the Ministry of Internal Affairs of Russia ensure the protection of our country and the welfare of its citizens. An important point is the formation of professional motivation skills for further training and work.The basis of the qualities of the employees of the Ministry of Internal Affairs of Russia are the moral characteristics of professional stability. They are formed throughout the life of a law enforcement officer, but it is training that lays the foundation for the characteristics with which he will enter the path of his activity. Pedagogical conditions at the time of training are the main factors of socialization of the future defender of the state, legitimate rights and interests of society.

In this regard, the employees of the Ministry of Internal Affairs of Russia have high expectations for professional mental, intellectual, physical, tactical and legal training. This study is based on the consideration of regulatory support and a number of documents of the title level. The basis of the work of the employees of the Ministry of Internal Affairs of Russia is provided by Federal Law No. 342-FZ of 30.11.2011 (ed. of 01.07.2017) "On service in the internal affairs bodies in the Russian Federation ..." [5].

Figure 1 - Group of personal competencies of an employee of the Ministry of Internal Affairs of Russia

Many researchers and specialists with pedagogical and practical experience (Bystryantsev A.F., Kosyachenko V.I., Nepomnyashchy, S. V., Fedotov A.Yu., Lapshina A.Ya., etc.) in their scientific publications note the importance of preparing future and present employees of the Ministry of Internal Affairs of Russia to perform official duties in special conditions.

Let's consider the main problem of the formation of pedagogical conditions in the training of employees of the internal affairs bodies of the Russian Federation.

1. The lack of a large amount of up-to-date relevant information in educational sources. The preparation process in this case does not provide for the analysis of errors in the work, difficulties in the event of a special situation. All information is provided somewhat in a chaotic form and does not make up a complete picture of the necessary actions and their changes depending on a specific situation or a specific case.

2. Unevenness in the planning of pedagogical activity, lack of necessary equipment during training sessions, existing problems with the material and technical base. This involves adjusting the schedule and the teaching methods used, which has some effect on the perception of significant special disciplines.

3. Lack of motivation for the intermediate and final stage of becoming a professional law enforcement officer. This affects the increase in preparation time, long processing of information and the emergence of contradictions in the complex formation of motor, mental and psychological skills in the process of studying various information. The weak organization and rigidity of the staff structure of professional specialization and official activity often does not allow us to consider real situations applicable to the present real time, there is a waste of it on the assimilation of outdated information. In this case, students gain practical experience only when communicating with other senior employees [4, p. 108].

The most common form of practical training for employees of the Ministry of Internal Affairs of Russia is training at the headquarters, practice-oriented classes and business games. They are aimed at training in accordance with the professional duties and functions of employees. The teaching staff trains students to independently perform this or that work in the event of a special situation.

Pedagogical conditions for building the educational process with the help of business games, practical exercises and staff training form managerial skills, including:

develop the necessary set of information and communication skills from the heads of departments, which is associated with the use of computerized management tools. This makes it possible to carry out operations and tactical calculations, which increases the speed of making an operational and strategically correct decision;

evaluate the skills of employees holding managerial positions. The main evaluation criteria are the equipment with practical skills, professional competencies, technical techniques, the ability to think coolly in special situations, the ability to manage subordinates, the speed of completing tasks;

assess the efficiency of training and the coordinated work of all headquarters and divisions [1].

Conclusion. When analyzing scientific studies that study the pedagogical conditions for the formation of readiness of employees of the Ministry of Internal Affairs of Russia to work in special conditions, the following provisions are drawn up:

1. Pedagogical conditions allowing to form professional qualities of employees of the Ministry of Internal Affairs of Russia are based on:

a) on the search and practical application of pedagogical techniques that will form the basis for the formation of empirical, physical and psychological skills of employees of the internal affairs bodies of the Russian Federation;

b) on the application of special technologies of educational activity that allow motivating students for further fruitful work;

2. Pedagogical methods, the basis of which is the laying of basic knowledge on actions in special situations, are divided into:

a) developing intellectual, personal motives, motivation and goals for the further period of service;

b) developing physical and tactical skills;

c) developing psychological and mental skills of stress tolerance and self-knowledge, which will help employees to resort to prudence in action of particular importance;

d) developing skills of interaction with management, teachers, other employees and colleagues;

e) improving methodological materials and textbooks, the material base with the help of which the basics of theoretical training and practical activity are learned.

References
1. Bystryantsev, A.F. On the question of the peculiarities of training employees of internal affairs bodies to act in emergency circumstances // Politics, state and law. 2016. No. 6 [Electronic resource]. URL: https://politika.snauka.ru/2016/06/3886 (date of address: 11/26/2022).
2. Kosyachenko, V. I. Features of training employees of internal affairs bodies for professional activity in special conditions / V. I. Kosyachenko, V. E. Bochkov, V. M. Talanov // Scientific notes of the P.F. Lesgaft University. 2021. 9(199). Pp. 128-132. DOI 10.34835/issn.2308-1961.2021.9.p128-133. EDN CHABUU.
3. Nepomnyashchy, S. V. Organization of service-combat and operational training of employees of internal affairs bodies for actions in special conditions / S. V. Nepomnyashchy, V. I. Medvedev, A.V. Yastrebov // Bulletin of the Volgograd Academy of the Ministry of Internal Affairs of Russia. 2014. 2(29). Pp. 140-145. EDN SNEGAN.
4. Fedotov, A. Yu. Modern approaches to professional and psychological training of police officers to act in special conditions / A. Yu. Fedotov // Psychopedagogy in law enforcement agencies. 2014. 1(56). PP. 107-113. EDN SCOTTR.
5. Order of the Ministry of Internal Affairs of the Russian Federation No. 800 dated November 24, 2020 "On some issues of centralized accounting of personal data of employees of the internal Affairs bodies of the Russian Federation, citizens of the Russian Federation entering the service of the internal Affairs bodies of the Russian Federation" // ivo.garant.ru URL: http://ivo.garant.ru/#/document/77304839/paragraph/1:0 (accessed: 01/21/2023)

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The object of the research in the presented article is the process of training Interior Ministry employees to act in special conditions, the subject is actually its general content specificity. The relevance of the work is undoubtedly due to the high social significance of the work of the Interior Ministry staff. The article is purely theoretical and generally has a review and staging character. Despite the fact that the author writes about a number of practical aspects of the problem, experimental work is not presented in the text. The novelty of the article is relative, its local elements can be considered the consideration of a specific pedagogical process in a general pedagogical paradigm. Thus, the main research method is descriptive pedagogical analysis, which is the minimum and sufficient tools for the work of the presented format. The text of the article is written in a language that fully complies with the norms of scientific style, the list of references meets the basic requirements and finds a real meaningful reflection on the pages of the work. Note, however, that scientific articles are usually based on at least 8-10 sources. It is advisable to add to the list of references. The article may be of interest to employees of the Interior Ministry departments involved in the pedagogical process of training police officers, including for actions in special conditions, as well as those who conduct scientific research on this or related issues. The conclusions drawn in the abstract form deserve attention. There are the following comments on the work. The article lacks a subject of research in the scientific and pedagogical understanding of the word, which would narrow the object to a specific aspect. If the object is pedagogical conditions, then the subject of study should most likely be the process of improving these conditions in some context. Despite the fact that research of a theoretical nature is acceptable from the point of view of the format of journal publications, it is desirable to see a "bridge" to practice, that is, specific proposals of the author at the level of specific forms and methods of work used in the described process. In the work "pedagogical conditions" are presented as a generalized abstract concept. As a rule, this term refers to a set of certain structural and didactic units of the educational process, namely methods, forms, means, techniques, etc. of work. The work would have a more pronounced novelty if the pedagogical conditions had been revealed precisely at such a structural and substantive level. It is also advisable to provide an overview of the definitions of the pedagogical conditions for the training of Interior Ministry employees. There is a tautology in the title of the article, perhaps "pedagogical conditions" should be replaced by "pedagogical features" - taking into account the comments mentioned above, this would be true from a scientific point of view. These remarks impoverish the article in a meaningful way. Nevertheless, it should be noted that, taking into account the high relevance, the logic of the presentation of the material and the overall high methodological quality of the text, the work meets the minimum requirements for scientific texts on pedagogy and can be published in a peer-reviewed publication.