Supra-Professional Competencies as a Basis for Training Future Employees of the Territorial Bodies of the Ministry of Internal Affairs of Russia for Professional Activity

Original article

DOI: 10.15293/1812-9463.2401.05

 

Irina A. Sabirova

Voronezh Institute of the Ministry of Internal Affairs of Russia, Voronezh, Russia

Sergey S. Nekazakov

Voronezh Institute of the Ministry of Internal Affairs of Russia, Voronezh, Russia

Vladislav V. Fedorov

Voronezh Institute of the Ministry of Internal Affairs of Russia, Voronezh, Russia

 

Annotation. Introduction. The article examines the problem of formation of supra-professional competencies of cadets of educational organizations of the Ministry of Internal Affairs of the Russian Federation as a strategic task aimed at reducing the process of adaptation of young specialists to the conditions and requirements of future professional activity. The purpose of the article is to determine the level of formation of abilities for self-development and self-education, critical thinking of cadets of educational organizations of the Ministry of Internal Affairs of Russia, as the basic basis of supra-professional competencies. Methodology. The methodological basis of the study was the systematic and aspect-based approaches to the problem under study, since the process of forming supra-professional competencies cannot be fully understood and comprehended without a comprehensive analysis. To achieve the research goal, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (questionnaire) methods. Statistical data processing was carried out using generally accepted methods of mathematical statistics. The study was conducted with the involvement of cadets of 3–4 courses of educational organizations of the Ministry of Internal Affairs of Russia (n = 156). The study uses the generally accepted method of
M. P. Lukashevich (assessment of abilities for self-development and self-education), assessment of the level of critical thinking (method of determining the level of critical thinking by Yu. F. Gushchin, N. V. Smirnova). Results. It was revealed that the cadets have a low level of proficiency in analysis and evaluation skills when solving a problem against the background of low indicators of logic thinking. Conclusion. The opinion is expressed that the traditional organization of the educational process of future employees of the territorial bodies of the Ministry of Internal Affairs of Russia, in some cases, does not ensure the formation of supra-professional competencies in the educational space of the university. The importance of developing a model and technology for organizing and managing the process of independent work of cadets of educational organizations of the Ministry of Internal Affairs of Russia, based on the development and application of a digital resource, is expressed.

Keywords: cadets, universities of the Russian Ministry of Internal Affairs, supra-professional competencies, independent work, digital resource.

For Citation: Sabirova I. A., Nekazakov S. S., Fedorov V. V. Supra-Professional Competencies as a Basis for Training Future Employees of the Territorial Bodies of the Ministry of Internal Affairs of Russia for Professional Activity. Journal of Pedagogical Innovations, 2024, no. 1 (73), pp. 56–63. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2401.05

text

References

1. Avraamova E. M., Verpakhovskaya Yu. B. Employers and university graduates in the labor market: mutual expectations. Sociological research, 2006, no. 4, pp. 37–46. (In Russian)

2. Antropova N. A. Supra-professional competencies as a success factor in professional activity [Electronic resource]. International Journal of Experiential Education, 2011, no. 3, pp. 157–158. URL: https://expeducation.ru/ru/article/view?id=1290 (date of access: 22.10.2023). (In Russian)

3. Batrakova S. N. Methodology of the formation of the pedagogical process. Pedagogy, 2003, no. 3, pp. 11–16. (In Russian)

4. Batsunov S. N., Derecha I. I., Kungurova I. M., Slizkova E. V. Modern determinants of soft skills development. Scientific and methodological electronic journal “Concept”, 2018, no. 4, pp. 198–207. (In Russian) DOI: http://doi.org/10.24422/MCITO.2018.4.12367

5. Vasiliev V. V., Mayorova S. A. Problematic issues of the formation of professional legal mobility of graduates of departmental universities of the Ministry of Internal Affairs of Russia. Improving educational programs, planning and implementation of the educational process: materials of the All-Russian Scientific and Practical Conference (Omsk, February 28, 2022). Omsk: Publishing House of the Omsk Academy of the Ministry of Internal Affairs of Russia, 2022, pp. 99–102. (In Russian)

6. Diagnostic tools for assessing the development of supra-professional competencies of university students: methodological recommendations / comp. L. A. Ibragimova, S. V. Mikhailova. Nizhnevartovsk: Publishing house of Nizhnevartovsk State University, 2021, 45 p. (In Russian)

7. Zueva M. L., Kiseleva T. G., Zavyalova I. V., Krieger L. A. Formation of supra-professional competencies of students of primary vocational education institutions: methodical manual. Yaroslavl: Kancler Publ., 2012, 158 p. (In Russian)

8. Kakhkharov Sh. Supra-professional competencies and their management. Organizational psychology, 2014, vol. 4, issue 4, pp. 103–120. (In Russian)

9. Sosnitskaya O. Soft Skills: soft skills of a firm character [Electronic resource]. URL: https://ru.exrus.eu/Soft-Skills-Myagkiye-navyki-tverdogo-kharaktera-id50530e696ccc 19a0150001fb (date of access: 18.10.2023). (In Russian)

10. Kovalevsky V. A. New priorities for the modernization of teacher education: experience of their implementation at KSPU named after V. P. Astafieva. Bulletin of the Altai State Pedagogical University, 2018, no. 2 (35), pp. 48–56. (In Russian)

11. Mayer G. V., Makoveeva V. V. On the role of universities in the training of competitive personnel for the new economy. Problems of management in social systems, 2009, vol. 1, issue 1, pp. 17–28. (In Russian)

12. Mikhailova S. V. Supra-professional competencies as one of the conditions for the formation of professional maturity. Pedagogical education, 2022, vol. 3, issue 9, pp. 46–48. (In Russian)

13. Mikhailova S. V., Pogrebnaya I. A. Substantiation and approbation of the technology of designing the competence profile of a modern specialist in technical areas. Bulletin of the Tomsk State University, 2022, no. 479, pp. 226–232. (In Russian)

14. Stepashkina E. A., Sukhodoev A. K., Guzhelya D. Yu. Research of the profile of supra-professional competencies demanded by leading employers when hiring university students and graduates and young professionals: methodological recommendations. Moscow: Publishing house of Higher School of Economics, 2022, 32 p. (In Russian)

15. Syryamkina E. G. Rumyantseva T. B., Liventsova E. Yu. The practice of developing studentsʼ supra-professional competencies at a modern university. Education and Science, 2016, no. 7, pp. 117–135. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2016-7-117-135

16. Theoretical foundations and social practices of the development of critical thinking: educational and methodological guide / comp. L. I. Shcherbakova, N. V. Bykovsky, D. A. Vasilenko and others. Novocherkassk: NOK Publ., 2023, 62 p. (In Russian)

17. Shmatko N. A. Competencies of engineering personnel: the experience of comparative research in Russia and the EU countries. Foresight, 2012, vol. 6, no. 4, pp. 32–47. (In Russian)

18. Yarkova T. A., Cherkasova I. I. Formation of flexible skills among students in the context of the implementation of the professional standard of a teacher. Bulletin of the Tyumen State University. Humanitarian studies, 2016, vol. 2, no. 4, pp. 222–234. (In Russian)

Information about the Authors

Irina A. Sabirova – Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Physical Training, Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation, Voronezh, Russia, https://orcid.org/0000-0002-2317-4674, sabirova27.02@mail.ru

Sergey S. Nekazakov – Adjunct, Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation, Voronezh, Russia, https://orcid.org/0009-0007-7633-2393, vethelp1@mail.ru

Vladislav V. Fedorov – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Physical Training, Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation, Voronezh, Russia, https://orcid.org/0000-0002-2002-7847, vladislav.fyodorov.63@mail.ru

Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.

The authors declare no conflict of interest.

Received: 03.11.2023; approved after peer review: 30.01.2024; accepted for publication: 09.02.2024.