The thesis is devoted to the problem of theory and practice of professional training of border guards at the higher military educational establishments in the Republic of India. In the research the detailed comparative analysis of the basic definitions like professional training, professional training of border guards, readiness to professional activities, emergent professional training has been carried out. The main attention has been drawn towards the peculiarities of professional training of border guards in the developing countries as they experience similar impact of globalization and integration processes. Also, we described modernization of professional of border guards at the higher military educational establishments in the developing countries.
The concept of professional competence of border guards as a key determinant for efficient professional activities was revealed. In the research professional competence of border guards is characterized as a complicated psychological and pedagogical formation, substantiated by the factors of danger due to its significant part of professional law-enforcement activities under any conditions. The components of professional competence of border guards in the Republic of India have been distinguished. They are the following: coordinative-targeted, organizational-pedagogical, conceptual, motivational, operation-activity, and resultative. The professional and personal requirements to professional competence of Indian border guards regarding the service conditions have been classified. They includegeneral, agency-specific, individual, and special requirements.
The formation and further development of professional training of border guards at the higher military educational establishments in the Republic of India have been studied. On the basis of the thorough analysis of scientific sources, we have defined the periods of its development that have their own peculiarities and affected by historical, socio-political, military-political factors. The emphasis is laid upon at the current period as it concerns modernization tendencies for improvement of professional training of border guards at the higher military educational establishments in the Republic of India.
The system of professional training of border guards at the higher military educational establishments in the Republic of India has been characterized in details, its features and parameters have been outlined. We have come to the conclusion that the system of professional training of border guards at the higher military educational establishments in the Republic of India include eleven interrelated components such as normative, management, symbolic, methodological, modernization, diagnostic, targeted, organizational, content, technological, and resultative. Together they are oriented towards the achievement of major pedagogical objective of educational process at the higher military educational establishment – preparation of future officers of border agencies to perform their professional activities at the high level.
Innovative pedagogical technologies implemented towards the process of professional training of border guards at the higher military educational establishments in the Republic of India have been investigated in details and their classification has been presented. The types of innovative pedagogical technologies are the following: learning technologies, interactive technologies, simulation technologies, and psychological-pedagogical technologies. In the research their types, efficiency and algorithm of application within higher military educational establishments have been described.
We have conducted the comparative and pedagogical analysis of systems of professional training of border guards at the higher military educational establishments in Ukraine and the Republic of India according to certain criteria to be applied for the pedagogical comparison. On the basis of comparative and pedagogical analysis, we have outlined the similar and different characteristics.
Using the method of expert evaluations, we have distinguished the most efficient innovations that may be successfully implemented within the system of professional training of future border guard officers in Ukraine. Further we have designed scientific and methodical recommendations for improvement of professional training of officers at the higher military educational establishment of the State Border Guard Service of Ukraine considering the innovative ideas and experience of the Republic of India. The recommendations may be implemented at the three levels of professional training of future border guard officers in Ukraine: macrolevel (central authority), mesolevel (higher military educational establishment), and microlevel (scientific and teaching staff of higher military educational establishment and cadets).
