On the standardization of departmental education in the Ministry of Internal Affairs of Russia in the 2000s

Solovyov Sergey Gennadievich

The article is devoted to the historical justification of the standardization of departmental education in the modern history of Russia. The author asks the question: what were the views of departmental scientists and practitioners of internal affairs bodies based on regarding the application of federal state educational standards of higher professional education of the Ministry of Internal Affairs of Russia in the 2000s: a) on the contradictions associated with the expediency of their application, or b) the subject formalization of standards? Was the state "educational bar" more a means of bringing together the theory and practice of law enforcement activities of internal affairs bodies, consolidating society inside and around the educational space, than an instrument of "bolonization" aimed at the European integration of the Russian educational services market? The purpose of the article is to establish patterns, processes, phenomena and trends related to the phenomenon of standardization of professional training of the Ministry of Internal Affairs in 2000-2011. Materials and methods. In historical sources containing references to the practice of introducing standards into the educational process of the Ministry of Internal Affairs of post-Soviet Russia, one can conditionally distinguish: office documents of the Ministry of Education and Science of the Russian Federation, the Ministry of Internal Affairs of Russia, official legal statistics, reference and information materials, scientific articles and monographs, correspondence of state authorities, Internet resources, etc. It is reasonable to note that the peculiarity of the study of historical sources characterizing the genesis of the state social bar in the departmental educational environment was that some of them relatively recently became available to research circles due to the previously existing prohibitions and restrictions on their use. The following research methods were used: historical chronology, typology, comparative historical method and content analysis. The use of quantitative methods in historical research is based on the experience of the research activities of prominent historical scientists: I.D. Kovalchenko, B.N. Mironova, V.N. Vladimirova. The results of the study. It is established that a significant part of scientists and practitioners in the Ministry of Internal Affairs of Russia supported the policy of centralization of education taken by the country's leadership, while expert assessments of the phenomenon of standardization of education differed only in the ways and methods of its practical implementation. Discussion and conclusion. The study of the policy of the Russian Federation in the field of standardization of departmental education, supported by statistical observations of public opinion based on the results of the analysis of publications of departmental scientists and practitioners, allows us to assess the impact of the results of centralizing reforms in the field of education on the issues of professionalization of the personnel of the Ministry of Internal Affairs of Russia in the early XX century. In turn, being a debatable topic, the topic of the development and application of state educational standards and its scientific discussion contribute to the development of optimal instruments of state educational policy in modern historical conditions. The results of the conducted research can be used for further comprehensive study of the issues of standardization of departmental education with the involvement of various research groups, the use of classical and modern methodology and source base.

Keywords:standardization, state educational standards, Ministry of Internal Affairs, personnel policy, professional training, internal affairs bodies, police.