Bulgakov O. M., Grivennaya E. N., Dottuev T. I.
Citation: Bulgakov O. M., Grivennaya E. N., Dottuev T. I. Assessment of Quality of Education in the System of the Russian Ministry of Internal Affairs as a Pedagogical Problem. Psychopedagogy in Law Enforcement. Vol. 24. No 4(79). 2019. Pp. 392–396 (In Russ.). DOI: 10. 24411/1999-6241-2019-14006
Для цитирования: Булгаков О. М., Гривенная Е. Н., Доттуев Т. И. Оценка качества образования в системе МВД России как педагогическая проблема // Психопедагогика в правоохранительных органах. 2019. Т. 24, № 4(79). С. 392–396. DOI: 10. 24411/1999-6241-2019-14006
Abstract
Introduction. The paper analyses the problem of assessing quality of education in the system of the Russian Ministry of Internal Affairs and comprises the extended description of the main trends of developing its qualification potential. Materials, Results and Discussion. The authors substantiate the new approaches used to increase the quality of law enforcement professional training, one of the approaches being an alternative system of assessing the learners’ achievements at the contests of professionalism. The organizational and methodical recommendations are given as to the use of professional contests as the avenues to form and estimate the formed specialists’ competencies. Conclusions. Among interactive forms of control of special importance are professional contests through which it is possible to estimate the competitors’ most necessary professional competencies, show the level of specialists’ mastership to representatives of the territorial law enforcement bodies.
Keywords: educational organization of the Russian Ministry of Internal Affairs; educational standard; quality of education; interactive forms of assessing academic achievements; professional contest; didactic potential.
Main Provisions
- The modern stage of the development of the Russian statehood is characterized by the stricter requirements to the professional level of law enforcement officers, thus determining the increased demand for innovative educational technologies and validity of assessment of the formed professional knowledge and skills. .
2. A wide range of pedagogical ideas concerning the provision of the quality of specialists’ training reflects the absence of the common approach among teachers, scholars, researchers and administrators of higher educational institutions to understanding of the quality of education, factors and conditions of achieving it, development of alternative approaches used to assess the learner’s academic achievements.
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Submitted 02.04.2019