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5COMPETENCYBASED APPROACH IN THE SYSTEM OF PROFESSIONAL TRAINING OF POLICE OFFICERS
Abstract
Topical issues of professional training in the educational organizations of the Ministry of Internal Affairs of the Russian Federation, in particular within competence-based ap-proach are consideredin this article. The essence of vocational training of the police of-ficer is opened. The system of vocational education in departmental higher education in-stitutions of the Ministry of Internal Affairs of the Russian Federation is shownfrom the point of view of competence-based approach. Authors designed features of implementa-tion of competence-based approach and drew the main conclusions.The stated materials in article can be useful to psychologists, headsof the departments, internal affairs officers.
Keywords
training, educational organizations of the Ministry of Internal Affairs of the Russian Fed-eration, competency, activity, practice, professional competence, police officers
AUTHOR
Olga A. Maltseva
Candidate of Science (Pedagogics), Asso-ciate Professor, Deputy Chief of the De-partment of Special Training, Colonel of Po-lice Orel Law Institute of the Ministry of the Interior of the Russian Federation named after V.V. Lukyanov, Orel, Russia 2, Ignatov Street, Orel, 302027, Russia E-mail: [email protected]
Artem A. Perkov
Teacher of the Department of Criminal Law, Criminology and Psychology, Captain of Police Orel Law Institute of the Ministry of the Interior of the Russian Federation named after V.V. Lukyanov, Orel, Russia 2, Ignatov Street, Orel, 302027, Russia
1. Introduction
Integrating with the European educational environment is the aim of Russian education system reformation. This process consists of moving from an education model that focused on knowledge, to a competent model, that is, the ability of a graduate not to get lost in various situations happening in life and to solve them effectively. Mastering competences helps an employee to adapt to new conditions of labor marketin significantly reduced time and the labor market is filled with specialists with relevant skills, knowledge and skills.
Despite the frequent usage in the pedagogical literature of the terms "competency" and"competence" there is no common understanding of them. According to I.A. Zimnyayathere are at least two points of view on the relationship between these terms: according to one - they are identified, according to the other - separated (Zimnyaya, 2004). In the Glossary of terms, the competence refers to three abilities necessary to the employee: to do something well, to meet the requirements of an employer, to perform their labor functions. It also focuses on the fact that it is necessary to mean under the
competence the same thing. The supporters of the identification of the concepts of "competency" and "competence" (L.N.Bolotov, V.S.Lednev, N.D.Nikandrov, M.V.Ryzhakov) prove their point that these terms carry a greater practical focus. According to I.A. Zimnyaya, the same approach is typical for most foreign studies on the topic (Zimnyaya, 2004).
Those who support the second idea (I.A. Zimnyaya, O.Mutovskaya, A.V. Khutorskoy, S.E. Shishov, etc.) differentiate the given concepts, believing that competency is primary in relation to competence. I.A. Zimnyayaunderstands competency as some internal, potential, hidden knowledge, ideas, value systems, which then reflect in human competence (Zimnyaya, 2004). A.V. Khutorskoy notes that competency is «a social requirement (norm) for a student's educational preparation, necessary for his qualitative and productive activities in a certain sphere», unlike competence, which is nothing but "possession of the corresponding competency, a set of student's personal qualities, due to the experience of its activities in a particular socially and personally important field"(Khutorskoy, 2007). So, he considers competence as a set of interrelated personal qualities (knowledge, skills, abilities, value-semantic orientations) and the ability to apply them in certain activities. A.V. Khutorskoy draws attention to the activity basis of competence.
The analysis of the literature proves that considering the competence to be only knowledge, skills and abilities is not correct. Competence has a direct connection with them, but should be treated more widely. Knowledge is only a reflection of any information in the mind, whereas competence implies the ability to apply knowledge in practice. A wide range of tasks, where the existing knowledge is applied, helps to distinguish this concept from skills, and the uniformity of the mode of action, even in nonstandard situations, from skill. According to Yu.S.Kostrova: "... it is necessary to adhere to the opinion of the majority of scientists on the synthesis of cognitive, subject-practical, motivational, value and personal components of this concept" (Kostrova, 2011).
Considering the existing pluralism of opinions and views that have a place in the scientific literature, in our study we rely on the concepts that have been studied by N.F. Efremova. She believes that the concept of "competency" is necessary to describe the effectiveness of mastering and performing a specific type of activity, it is reflected only in the process of this activityandit is expressed in the subject's readiness to organize internal and external resources and goals effectively.N.F. Efremovaconsiders the competency to be the qualities of a person, allowingto apply the knowledge, skills, abilities, techniques, experience effectively,including non-standard situations. She points out that "... competency is the potential of a person and a specialist, his knowledge, skills, experience, activity. Competencies (kinetics and dynamics of thoughts and actions) are his actions, understanding of the problem, analysis, search for a solution, and activities to solve the problem and achieve a result. Competences and competenciesinteract and determine the result of the activity»(Efremova, 2010).
Education, which is based on the competence approach, has a short but quickly developing history. First, they began to speak about competencies and competences in 70s in America in the context of the theory of N. Chomsky, who in 1965 introduced the concept of "competency" in the context of the theory of language and transformational grammar. N. Chomsky wrote: "... we make a fundamental distinction between competency (knowing our language as a speaker - listener) and usage (actual use of the language in specific situations). Only in the idealized case ... usage is a direct reflection of competency "(Chomsky, 1972). For the theory of N. Chomsky, the key is precisely the usage as it is, in turn, the usage of competency, which acts as something hidden in potency. The usage in the theory of N. Chomsky is based on thinking, reactions to the use of language, skills, etc., which demonstrates a connection with the speaker himself, with his unique experience. So, the competencyis filled with a certain personal component.
Sum it up, it can be concluded that already in the 60s of the last century a demarcation line was drawn between the concepts of "competency" and "competence", where the latter is understood as human activity, which is based on his knowledge, conditioned by his intellectual and personal resources.
It should be noted that the concepts we discuss were used earlier in literature and everyday communication. Summarizing the existing meanings of the concepts "competency", "competence", you can indicate two common meanings, as having the right to something ("In its competence"), and knowing something, owning information ("He is competent in this matter").
I.A. Zimnyaya outlines several stages in the development of a competence-based approach in education, which she identifies based on an analysis of works on this topic (N. Chomsky, R. White, J. Raven, N.V. Kuzmina, A.K. Markova, V.N. Kunitsina, G.E.Belitskaya, L.I. Berestova, V.I. Baydenko, A.V. Khutorskoy, N.A. Grishanova, etc.).
The first stage - 1960-1970- issignificant by the fact that it was the time when the concepts of "competency" and "competence" were introduced into scientific use, their distinctions were made, and the essential features of each of them were highlighted. At the same time, D. Himes introduces the concept of "communicative competency" in the framework of the theory of language teaching and the transformational grammar.
The second stage - 1970-1990 - was marked by the using of the categories of «competency» and «competence» in the theory and practice of linguistics, including teaching foreign languages. In the same period, there is the transfer of these concepts to the sphere of administration, management, professionalism, and teaching competent communication.
In 1984, in London, J. Raven published the Competence in Modern Society, where the author elaborates the concepts of social competency and competence (Raven, 2002). J. Raven wrote that competence is such a phenomenon that "... consists of a large number of components, many of which are relatively independent of each other, ... some of the components belong to the cognitive sphere, and others are emotional, ... these components can replace each other as components of effective behavior. " The author emphasizes that "types of competency" are nothing but "motivated abilities". In his fundamental work, J. Raven provides a list of 37 types of competencies, which are based on the inner motivation of a person, on what matters specifically to him (Raven, 2002):
1. The tendency to a clearer understanding of values and attitudes towards a specific goal.
2. The tendency to control their activities.
3. The involvement of emotions in the process of activity.
4. Readiness and ability to learn independently.
5. Search and use feedback.
6. Self-confidence.
7. Self-control.
8. Adaptability: lack of feelings of helplessness.
9. The propensity to think about the future: the habit of abstraction.
10. Attention to the problems associated with the achievement of goals.
11. Independence of thinking, originality.
12. Critical thinking.
13. Readiness to solve difficult issues.
14. Willingness to work on something controversial and disturbing.
15. Study of the environment to identify its capabilities and resources (both material and human).
16. Willingness to rely on subjective assessments and take moderate risks.
17. The absence of fatalism.
18. Willingness to use new ideas and innovations to achieve the goal.
19. Knowledge of how to use innovation.
20. Confidence in the benevolent attitude of society towards innovation.
21. Installation on mutual gain and width of perspective.
22. Perseverance.
23. Use of resources.
24. Trust.
25. Attitudes toward rules as pointers to desirable behaviors.
26. The ability to make the right decisions.
27. Personal responsibility.
28. The ability to work together to achieve the goal.
29. The ability to encourage other people to work together to achieve the goal.
30. Ability to listen to other people and take into account what they say.
31. The desire for a subjective assessment of the personal potential of employees.
32. Willingness to allow other people to make independent decisions.
33. Ability to resolve conflicts and soften differences.
34. The ability to work effectively as a subordinate.
35. Tolerance towards various life styles of others.
36. Understanding of pluralistic politics.
37. Willingness to be engaged in organizational and community planning.
Introduced by I.A. Zimnyaya (Zimnyaya, 2004),consideration of the types of
competence in this list is very differentiated. Also, attention is drawn to the fact that J. Raven uses such categories as "readiness", "ability", "attitude" and "self-control".
This list of competencies gave impulsefor researching this area. Many researchers began to develop competency models, highlighting from 3 to 37 types. Moreover, these models were used as the goal to be pursued in the framework of education and training (N.V. Kuzmina, A.K. Markova, L.A. Petrovskaya).
It should be noted that these models are differentiated and based on the type of activity. Such work is also carried out by specialists in the field of psychology of employees of internal affairs bodies. In particular, M.V. Pryakhina and her joint authors conducted a study that was aimed at creating models of competencies for various activities of the bodies of the Ministry of Internal Affairs of Russia. As an example, we can take the main competencies of an employee engaged in administrative and preventive activities (Pryakhina, Dushkina, Martirosova, 2012) (Table 1).
TABLE 1 - COMPETENCIES OF ANOFFICER OF INTERNAL AFFAIRS BODIES
Division Names Competency Profile Components
Division for the organization of activities of divisional inspectors Conflict- resistance
mental balance
independence
special knowledge
professional motivation
communication flexibility
conversation techniques
confidence in your strength
ability to learn
ability to respond, keep feedback
analytic skills
Juvenile inspection Mental balance
ability to make decisions and organize substitution
conflict resistance
communication
professional motivation
ability to respond, keep feedback
orientationto result, motivationfor success
Police patrol service Physical strength
ability to work in a team
communication flexibility
professional motivation
orientation to result, motivation forsuccess
Administrative Law Enforcement Units Mental balance
conflict resistance
special knowledge
ability to learn
communication flexibility
conversation techniques
ability to organize and plan
analytic skills
fundamental working methods
professional motivation
result orientation, success motivation
ability to think strategically
industry practices
Units for the organization of security and convoying, special institutions of police Mental balance
conflict resistance
ability to respond, keep feedback
physical endurance
confidence in your strength
professional motivation
special knowledge
ability to work in a team
communication
independence
Work on the development of competence models of all police units is still ongoing. Thus, the problem of the formation of competence models of specialists of various activities of the internal affairs bodies has not been resolvedyet.
I.A. Zimnyayasuggests that the development of understanding the competencies and competence as scientific categories in Russia begins from 1990, when the works of A.K. Markova (1993, 1996), L.M. Mitina were published, they continued the work of L.A.Petrovskoy/ She studied socio-psychological (conflictology) and communication skills of the teacher. L.M. Mitina understood "pedagogical competence" as a set of "knowledge, skills, abilities, as well as methods and techniques for their implementation in activities, communication, development (self-development) of an individual," which indicates the complex, multidimensional nature of competence (Mitina, 1998).
We should note that major contribution to the development of the problems of competence in general and the social competencies / competences was made by domestic researchers, such as N.V. Kuzmina, L.A. Petrovskaya, A.K. Markova, L.M. Mitina, L.P. Alekseeva, N.S. Shablygina, G.I. Sivkova and others.
The third stage in the development of a competence-based approach in education is marked by the publication of a number of pan-European documents (UNESCO materials), which clearly outline the range of competencies that should be considered as a unified benchmark for the goal of education. Jacques Delor focuses on "the" four pillars"on which education is based: learn to learn, learn to do, learn to live together, learn to live" in his report to the international commission on education in the 21st century "Education: The Hidden Treasure", (Delor, 1996) He singled out key international competencies. For example, according to the report of Jacques Delor, one of the key competencies is the ability to "do so in order to acquire not only professional qualifications, but also, in a
broader sense, competence, which makes it possible to cope with many different situations and work in a group" (Delor, 1996).
I.A. Zimnyaya points out that a symposium held in 1996 in Bern was a significant moment in the studying of problems of competency and competence (Winter, 2004), where the program of the EuropeanCouncil considered the issue that the development of so-called key competencies, which must be acquired by students for effective activity and for training, is importantfor educational reforms.
Thus, a competency-based approach focuses on a practical, effective side. And the one that is focused on "competence" contains personal (motivation, qualitative, motivational-volitional and other) qualities, is interpreted as a wider one, which helps to realize the humanistic paradigm in education.
The creators of the "Strategy for Modernizing the Content of General Education" believe that competence - "... includes not only cognitive and operational-technological components, but also motivational, ethical, social and behavioral. It includes the results of training (knowledge and skills), the system of values, habits, etc. Here it is important to remember that competence is always a manifestation of the competency which is necessary in this particular situation. However, it is worth noting that many scientists do not share these concepts, and this forces us to bring them together in our work (competence / competence).
Thus, analyzing the relationship between the concepts of competency and competence, we, following I.A. Zimnyaya, note that the approach based on competence (and not on competence) is aimed at strengthening the pragmatic and humanistic orientation of education (Zimnyaya, 2004).
The process of unifying the educational systems of European countries meets the logic of the challenges of modern civilization, as the differences in the content of education in European countries make integration processes difficult. The Bologna process, joined by Russia, has a number of difficulties in terms of implementation, which led to the necessity of adjustment. Specialists of the European Association of Universities and consultants of the European Commission's Education Department in Brussels (2006) proposed a project for the Euro-Tuning educational process (TUNING), which, according to their plan, should simplify and give dynamics to the integration process. The content of the project is not to harmonize higher professional education programs, what is difficult due to the declared and real autonomy of universities. And it is impossible, according to a number of scientists, becauseeach university loses the "color, taste and smell" duringstandardization, which will inevitably lead to the impoverishment of European culture.
According to N.F. Efremova, the TUNING project focuses on the ratification of the three levels of education and describes them (Efremova, 2012):
- student workload (to justify the volume of necessary knowledge of students, requirements for them);
- learning outcomes (each education cycle should be characterized by a certain level of knowledge that the graduate owns);
- competences (describe competencies as abilities to actions of a graduate of each cycle of educational programs of this profile, which is nothing but the result of training).
The development of competencies is the main goal of education, which is fixed in the materials of the TUNING project "Improving Educational Structures". So, when assessing the graduate's level of readiness for further activities, the concepts of "competence" and "competence" are used. The general competences obtained by the graduate will be transformed into a wider range of competencies, including professional ones.
According to N.F. Efremova, competence-based approach focuses on some of the vectors of education, among which are:
• ability to learn;
• self-determination;
• self-actualization;
• socialization and development of individuality (Efremova, 2012).
Thus, the main purpose of training in the competence-based approach is not to master a certain amount of knowledge, but to master such skills that would allow it to define its goals and plan ways to achieve them, making decisions and acting in various situations, including non-standard ones. According to N.F. Efremova, a feature of competencies as a result of education in comparison with other results is that competence:
- acts as an integrated result;
- helps to solve a number of tasks (as opposed to the element of functional literacy);
- exists in the form of activity, and not information about it (as opposed to knowledge);
- is portable (connected with a whole range of objects of influence), improved not by the way of automation and becoming a skill, but by the way of integration with other competences and competences through the awareness of the general basis of activity;
- grows in the process of competence-based learning, and the mode of action itself is internalized into the base of internal resources (as opposed to skill);
- manifests itself consciously (as opposed to skill) (Efremova, 2012).
Using these features in the formation of the educational environment is the effective implementation of the competence approach in the Russian education system.
It is generally accepted that the profession of a policeman is one of the most difficult. Work in the system of the Ministry of Internal Affairs is associated with a large number of restrictions, the implementation of official duties is associated with the impact of negative external factors on the police officer. Nevertheless, every year about 5-7 applicants apply for one budget place in departmental universities, which indicates the popularity and prestige of the service as the defender of law and order.
It is the educational institution of the Ministry of Internal Affairs where the complex and lengthy process of becoming a professional begins, who will be ready to serve his country. This continuous process consists of a large number of stages, where each subsequent stageis associated with the previous one. The principles of continuity and duration are fundamental in the process of integrating educational systems on the basis of the competence approach.
Each country has its own unique system of training officers for service in the police, which has developed under the influence of historical and socio-economic factors, features of legal systems, etc. The analysis of personnel training systems for law enforcement agencies was carried out by Russian scientists: A.S. Batysheva, V.V. Bobyreva, V.V. Boychenko, E.O. Bondar, A.V. Bykova, D.V. Vasilyeva, A.V. Gubanova, S.A. Derbicheva, G.P. Ermolovich, M.Yu. Efremova, R.V. Kuleshova, A.V. Melekhina, O.B. Frost, A.R. Popchenko, V.A. Sergevnina, M.V. Cheishvili, DD Shalyagina, S.N. Shishkareva, I.Ch. Shushkevich and foreign authors: K. Dimovna, K. Palmer, B. Price, E. Bitner, A. Bryan, etc.
The main purpose of the personnel work of the police in foreign countries is the recruitment and selection of candidates for the police service who not only meet the moral requirements of the police, but also have the specific competencies necessary to work.
According to S.E. Korablev police is worldwide recognized as responsible for the implementation of three main functions:
1) assistance to the population;
2) maintenance of public order;
3) the prevention and investigation of crimes (Korablev, 2011).
According to M.V. Pryakhina, the above mentioned functions coincide with the concept that the police should implement social services for the population. This position reflects the understanding the role of the police as a society servant. That's a problem -oriented approach and work based on operational data. The opposite approach presupposes relations along the "vertical", that is, when a policeman acts as a controller for the legality of social relations. Thus, at present, in world practice there are two approaches to defining the functions of the police. We hold the point of view of M.V. Pryakhina, who believes that: "The socio-psychological components of the police in preventing and combating crime in the most complete form can be implemented precisely within the framework of the first model. The leading feature of law enforcement agencies in the service of society is the involvement of the population in detecting problems of crime and violation of order, as well as in solving them, based on the understanding that the police cannot do it alone"(Pryakhina, Dushkina, Martirosova, 2012) .
Speaking about the competence-based approach in the activities of State traffic inspectors, it is necessary to consider the question of the grounds for isolating the various types of competencies / competences, their number, the priority of one over the other.
According to the Glossary of Labor Market Terms, Developing Educational Program Standards and Curriculum Standards, four models for identifying competencies are distinguished: a) based on personality parameters; b) based on the performance of tasks and activities; c) based on the performance of production activities; d) based on performance management. As the main one, following I.A. Zimnyaya, we accept the first model with the inclusion of the second, namely: "... personal qualities and experience that a person possesses: knowledge, education, training, and other personal characteristics that allow him to carry out his activitieseffectively" (Zimnyaya, 2004).
There are many approaches to solving the problem of determining key competencies. V. Hutmakher outlines only a few approachesin his report: according to one, there are only two key competences - scriptural thought (writing) and rational thought, according to the other - seven: learning; searching; thinking; communicating; co-operating; the ability to do business, getting things done; adapt to yourself, adopting oneself. G. Khalazh formulates key competences as answers to the challenges that Europe face - the preservation of a democratic society, multilingualism, multiculturalism, new demands of the labor market, the development of complex organizations, economic changes, etc.
I.A. Zimnyaya offers her own division of competencies. This classification is based on the following provisions of domestic psychology: a) man is the subject of communication, cognition, labor (B.G.Ananyev); b) a person manifests his existance in the system of relations with society, other people, with himself, with work (V.N.Myasishchev); c) human competence has a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competence (A.K. Markova). Based on the mentioned above, I.A. Zimnyaya identifies the following groups of competencies (Zimnyaya, 2004):
- competencies related to oneself as an individual, as a subject of life activity;
- competencies related to the interaction of a person with other people;
- competencies related to human activities, expressed in all its types and forms.
It should be mentioned that according I.A.Zimnyayathe competences are hidden, internal, only possible in future, but not yet existing in reality, potential, psychological neoplasms (knowledge, ideas, programs (algorithms) of actions, systems of values and relationships), which then manifest themselves in the person's competencies as belonging to this moment of time, manifestations of human activity (Zimnyaya, 2004).
After I.A. Zimnyaya, we will highlight the following competences: the competences of a person as a person, a subject of activity, communication; human competences as a subject of social interaction with the social environment; activity competencies.
The listed competencies are characterized by the fact that, being manifested in human behavior, they become personal qualities and turn into competencies that have motivational, semantic, attitudinal, and regulatory components, without losing the cognitive component and experience
When considering the issue of competencies / competences, it is necessary to analyze the concept of "professional competence", which does not have simple interpretation. I.A. Zimnyaya claims that this concept has been used since 1992 by various authors: I.V. Ilina, L.P. Alekseeva, N.S. Shablegynoy, N.V. Karnaukh, Yu.V. Vardanyan and many others (Zimnyaya, 2004). Each scientist focuses on some part of this concept. Either knowledge, experience, or the quality of a person, or the aspect of professionalism come to the first place.
Social competence is closely associated with professional competence, which has several meanings. First, social competence is understood as a certain level of human socialization (J. Delor, N. A. Rototaeva), second, as a part of key competence (V. Hutmacher), third, as a certain personal property of a person, allowing him to interact with world around on the basis of the formed attitude towards oneself, towards others, towards society.
Social competence is very important for police officers, as professionals who interact with a large number of people during their work activities. In this context, it is important for us to understand social competence, as confident behavior, in which various skills in the field of relations with people are automated and provide an opportunity to change our behavior depending on the situation (G.I.Sivkova). V.G. Romek specifies that social competence is not just confidence, but confidence, the skills of which are automated and help to solve problems depending on the context of the situation.
It is important to note that social competence is manifested in the ability to work in a team, the ability to build effective communication, resolve conflicts, which is especially important for police officers and, moreover, is part of his duties. Therefore, we can talk about the close relationship of social and professional competencies. V.I. Baidenko noted that an employer requires aplicants for a position to have social competencies, for example, communication; teamwork abilities; the ability to clearly and convincingly present their ideas; readiness for non-standard, creative solutions; self-organization skills; flexibility regarding new requirements and changes; endurance and dedication (Baidenko, 2001).
Thus, the system of training of internal affairs bodies employees based on the competence-based approach should ensure the training of staff with social competence, which can cope with significant situations and effectively fulfill their professional duties. It is worth mentioning here that, according to I.A.Zimnyaya, professional competencies are part of social competencies, answering questions what and how to do (Zimnyaya, 2004).
Consider an example of the list of features of the professional skills of the employees of the State Traffic Inspectorate necessary for constructive interaction with drivers and pedestrians, developed by A.V. Gainullina and V.N. Smirnova (Gaynullina, Smirnov, 2013). This set of abilities of the employee was adopted by us as a guideline for the formation of the necessary competencies of cadets and students in the process of learning. Realizing the incomplete coverage of the activities of traffic police officers in this study (since the goal of A.V.Gainullina and V.N. Smirnov's work is to study employee interaction with citizens), we emphasize that now there is a list of competencies that are included into social competence of the traffic police officer. It should be noted here that the professiogram of the employees of the State Traffic Inspectorate acted as an object of scientific research in many works. According to the data given by A.V. Gainullina and V.N. Smirnov (Gaynullina, Smirnov, 2013), attempts to create a list of professionally important qualities began in 1934, when work of Obodan N.M., ZelinskyYu.G. was published. (Obodan, Zelinsky, 1934). Further, such attempts were made more than once, it is worth
noting the scientists who made them: Shakhrimanyan I.K., Vasilyev V.L., Barkalov S.N., Fillipchenkova S.I., Sherstneva N.S., Kozlovskaya E.A. and etc.
A complete description of the activities of the State Traffic Inspectorate employee is given in the study of A.V. Gainullina and V.N. Smirnova, where authors analyze such components as general information about the profession, content of the activity, socio-psychological factors of the activity, peculiarities of the psychological state in the process of activity. It is important to note that the professional skill is understood by the authors as the ability of an officer to combine the competencies of an officer of road and technical inspections of traffic police. (Gainullina, Smirnov, 2013).
2. Results
Summing up, we would like to note that the relevance of the use of the competence-based approach in the activities of traffic police officers will increase every year. It's important due to the fact that it helps to improve the quality of training of employees, assess the effectiveness of their activities and make algorithm of the activities of a police officer, helping to draw up a scheme of actions in the performance of official powers, immediately notice the existing difficulties and resolve themquickly. For the successful implementation of the competence-based approach in the process of training State Traffic Inspectorate employees, it is necessary to create an educational environment in which such an approach will be possible. The given tasks are quite complex and great, but they will helpto make the training of traffic police corresponding to international standards.
3. Discussions
Education is highly valuedin the modern world. There is special attitude to itin our country. Historically in Russia education has been understood not only as the acquisition of a set of knowledge and skills, but as a tool for personal development, where its value is placed above the interests of society, nation, state (L.N. Tolstoy, N. Berdyaev, S. Bulgakov, N. Lossky).
Nowadays higher education is considered to be the key to obtaining prestigious work and a social "elevator" being able to raise the status of an individual. Taking this into consideration, many people rushed to universities for gettingbenefits desired so much. As a result, the number of specialists, especially in some areas of training, exceeded the de-mand of the labor market, which led to the necessity to answer the question "Does the quality of modern Russian education meet the international standards?". The unsatisfac-tory answer to this question was the reason for reforming the entire education system of Russia.
4. Conclusion
The system of training traffic police specialists has its own specifics, especially the implementation of the competence-based approach when taking into consideration the psychological component of which we should note that:
1. The implementation of the competence-based approach in the system of training specialists for traffic police is aimed at developing trainee's ability to analyze their tasks, set goals within their professional activities, and plan their fulfilment. It is possible to achieve the required level of training of graduates having a planned development of the necessary competences, which, unlike knowledge, act as an integrated result of the cadet/ trainee's learning activities and exist in the form of activities to solve the tasks faced by the specialist. They are improved by integration with other competencies. In the process of training traffic police specialists using a competence-based approach, the mode
of action in a given situation is transferred to internal resources of the individual, which distinguishes competency from skill.
2. This researchanalyzesthe competence definitions available in the scientific literaturewithin the framework of the given sphere. The analysis defines competence as a set of knowledge, skills and possessions of the graduate, which helps to solve a specific problem arising in the process of implementation of his professional duties, and includes a motivation component.
3. Implementing the competence-based approach, it is necessary to create a developing environment that allows you to reveal the potential of the learner and form the necessary qualities, knowledge and skills. Taking into consideration the psychological characteristics of students and the specifics of the organization of educational activities plays an important role. It is necessary to focus on the identity of the specialist's competence model with the result that is formed at each stage of training.
4. Taking into consideration psychological features of the formation of graduates' competence involves the usage of active forms of education that allow to stimulate the student's independent work in getting the knowledge, which is the cornerstone of the competence approach.
5. It was concluded that it is necessary to review the role of the teacher. We see him as a tutor - a person providing support for educational activities. This process has some difficulties, as historically the teacher is treated in our culture as an indisputable authority, whose opinion cannot be challenged and it is the ultimate truth.
6. In order to justify the effectiveness of active forms of education, we conducted a study in which we compared information about the level of social competence of cadets who were trained with usage of active learning methods and without it. We got the results saying that cadets studying with usage of active forms of education have a higher level of formation of social competence.
Thus, the competence-based approach is a reality in which we'll have training of specialists for various sectors, including for the internal affairs agencies. Despite the difficulties met in the implementation of this approach, there are disagreements, such as training system has great potential that needs to be opened and used for the benefit of educational activities with realizing all the available opportunities. To do this, you should pay attention to the value orientations of our education and those global goals that often fall outside the scope of our scientists.
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PROSPECTS FOR IMPROVING RUSSIA'S COMPETITIVENESS THROUGH THE DEVELOPMENT OF FOREIGN TRADE RELATIONS WITH THE CIS COUNTRIES
Abstract
The urgency of the problem under study is caused by the exacerbation of the situation in Russia's foreign trade relations with world countries, caused by sanctions. Therefore, the issues of organizing foreign trade of Russia with neighboring countries become relevant from an economic point of view. The purpose of the article is to study the volume of Russian exports with the CIS countries on the basis of customs statistics, to offer measures for the development of foreign trade, improvement of welfare and the Russian economy in conditions of sanctions. Theoretical and empirical methods, in particular, analysis, evaluation, method of mathematical statistics, graphical, and expert methods were chosen as the main methods to research this problem. The article considers the CIS countries as the main objects for interaction in the market, explores the most efficient sectors of trade with these countries. A statistical analysis of the trend and seasonal fluctuations of exports of the Russian Federation with the CIS countries is carried out; conclusions are drawn based on an analysis of the plotted linear graph. We consider the problems and risks associated with the political and economic situation and make forecasts concerning the development trends of the Russian economy. According to the results of the study, the author draws some conclusions and suggests solutions to the
