The theoretical generalization and solving of the scientific task of the forming of the professional readiness of the future border guard officers for project management have been made in the dissertation.
The purpose of the research is to determine the pedagogical conditions, based on the results of the analysis of the pedagogical theory and practice of the professional training, under which the formation of the professional readiness of the future border guard officers for the project management while preparation at the higher military educational establishment will be more effective.
The first chapter ‒ «Scientific and Theoretical Foundations of the Professional Readiness of the Future Border Guard Officers for the Project Management» ‒ is dedicated to the analysis of the theory and practice of the formation of the professional readiness; the content, essence and structure of the professional readiness of the future border guard officers for the project management are revealed in it.
Taking into account the results of the analysis of the psychological and pedagogical scientific sources regarding the essential features of the concepts of «readiness» and «professional readiness», the peculiarities of the professional activity of the future border guard officers, as well as the essence of the project management, made it possible to determine the professional readiness of the future border guard officers project management as a professionally important personal property (the combination of personal-reflective, cognitive-intellectual and content-operational components), which is characterized by the valuable attitude to the effective management activities, includes the system of the motives, knowledge, abilities and skills, professionally important properties, which are in the complex combination ensure the effective application of procedures, methods and means of project management.
Structurally, the professional readiness of future border guard officers for project management includes the personal-reflexive, cognitive-intellectual and content-operational components. The content of the professional readiness of future border guard officers for project management is determined by the goals and tasks of the border agency, law enforcement and service-combat functions, and the essence of the project management.
In the second chapter ‒ «Scientific and Methodological Principles of the Formation of the Professional Readiness of the Future Border Guard Officers for the Project Management» ‒ the research methodology is characterized; the criteria of the professional readiness, the results of the diagnosis of the state of the professional readiness are analyzed; the pedagogical conditions for the formation of the professional readiness of the future border guard officers for the project management are substantiated.
Taking into account the component structure of the professional readiness of the future border guard officers for the project management and the analysis of the scientific psychological and pedagogical sources has given the opportunity to determine the fact that criteria corresponding to the structural components, in particular for the diagnostics of this readiness it is necessary to use the criteria which according to their characteristics correspond to the structural components particularly to the motivational, informational, and resultive ones.
The generalized analysis of the scientific sources and taking into account the content of the professional activities of the future border guard officers made it possible to conclude that the main pedagogical conditions for the formation of professional readiness of the future border guard officers for project management are the following: the development of project thinking of the border guard cadets with the help of formal logic; the enrichment of the content of the professional educational disciplines with the examples of the project management; the use of the active methods in the training cadets to make management decisions based on the project approach; the development of professional interaction skills of the cadets for the implementation of projects of operational and service activities.
The third chapter ‒ «Experimental Verification and Results of the Implementation of the Pedagogical Conditions for the Formation of the Professional Readiness for Project Management of the Future Border Guard Officers» ‒ deals with the content and methods of the implementation of every pedagogical condition for formation of professional readiness of the future border guard officers for project management; the specific character of the realisation of the formative stage of the pedagogical experiment is clarified, as well as the content of the methodological recommendations to the scientific and pedagogical staff of the higher military educational institutions regarding the formation of the professional readiness of future border guard officers for the project management.
