Volume 11 - Issue 58
/ October 2022
93
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.58.10.10
How to Cite:
Dyiak, V., Tushko, K., Pavlenko, O., Kovalska, I., & Potapchuk, N. (2022). Implementation of system of socio-economic
competence development of future officers in the process of continuing education. Amazonia Investiga, 11(58), 93-103.
https://doi.org/10.34069/AI/2022.58.10.10
Implementation of system of socio-economic competence development
of future officers in the process of continuing education
Впровадження системи розвитку соціально-економічної компетентності майбутніх
офіцерів у процесі безперервної освіти
Received: October 18, 2022 Accepted: November 29, 2022
Written by:
Vadym Dyiak42
https://orcid.org/0000-0003-1477-5803
Klavdiia Tushko43
https://orcid.org/0000-0001-7684-5622
Oleh Pavlenko44
https://orcid.org/0000-0001-8752-1949
Iryna Kovalska45
https://orcid.org/0000-0002-4348-4995
Nataliia Potapchuk46
https://orcid.org/0000-0001-8303-6196
Abstract
The article reveals the system of socio-economic
training (SET) of officers in the process of
continuing education. The structure of socio-
economic competence of border guard officers
studying to get Bachelor and Master degrees was
determined, including motivational-ideological,
informational-content, conative-deontological,
personal-reflexive components. Formation of the
socio-economic competence was diagnosed
according to the following criteria: motivational,
cognitive, activity-based, developing. To
implement the SET for cadets and students at the
academy was created an optimal educational
environment built in compliance with specific
pedagogical conditions of SET. The
substantiation of these pedagogical conditions
was carried out on the basis of expert evaluation,
and reliability of results of the experts' work was
proven by using dispersion factor analysis. The
developed system of SET demonstrates its
dynamism, integral properties and is
characterized by stable, repeated cause-and-
42
Doctor of Sciences in Pedagogy, Associate Professor of the Department of Pedagogy and Socio-Economic Disciplines, Bohdan
Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
43
Doctor of Sciences in Pedagogy, Associate Professor of the Department of Pedagogy and Socio-Economic Disciplines, Bohdan
Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
44
PhD in Pedagogy, Head of the Combined Military Disciplines Department, Military Institute of telecommunications and
informatization named after the Heroes of Kruty, Ukraine.
45
Ph.D. in Psychology, Senior Researcher, Leading Researcher of Scientific and Organization Department, Bohdan Khmelnytskyi
National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
46
Doctor of Sciences in Psychology, Senior Researcher, Leading Researcher of Scientific and Organization Department, Bohdan
Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
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effect relationships. A structural-functional
model of the process was designed.
Generalization of the results made it possible to
prepare methodological recommendations for the
teaching staff on the development of socio-
economic competence of cadets and students.
Verification of the reliability of the results of the
formation of socio-economic competence of
cadets and students of the Bachelor and Master
degrees was carried out by calculating and
comparing the Fischer F-criterion. It was found
that optimal level of socio-economic competence
of the border guard officers can be achieved if the
SET of cadets and Master degree students in the
process of continuous education at the Academy
is organized in accordance with proposed
structural-functional model and pedagogical
conditions.
Keywords: socio-economic training,
competence, continuing education, border guard
officers, system.
Introduction
Nowadays, redistribution of spheres of political
and economic influence, stratification of modern
society, phenomena of separatism and
nationalism, instability of ideological attitudes,
discrediting of many moral ideals and guidelines,
manipulation of human consciousness through
the mass media have caused a state of uncertainty
and strengthened the contradictions of the
younger generation development. In the higher
education system, the current situation
encourages such educational processes, which,
taking into account changes currently happening
in society, contribute to the self-development of
the future specialist's personality. The conceptual
bases of these processes are grounded on the
ideas of continuing education. Besides, the level
of intellectual potential of any country is the most
important factor in its economic, social and
political development.
Higher education is considered as an important
institution of socialization of the individual,
where both training and upbringing reproduce a
single process aimed at training highly educated,
erudite, creative specialists, including the staff of
the State Border Guard Service of Ukraine
(henceforward - SBGSU). This is facilitated by
the special structure of educational process at the
National Academy of the State Border Guard
Service of Ukraine (henceforward - NASBGSU),
where an essential feature is the promotion of
creativity, initiative and amateur activity of
cadets in the search for optimal forms and
methods of independent knowledge acquisition,
which creates the basis for continuing education.
In these circumstances, we consider the training
of highly qualified specialists of the State Border
Guard Service of Ukraine of a new type, ready
for the correct, synthesized solution of complex
and diverse socio-economic professional
problems, to be an important factor in solving
this problem. Therefore, in the context of
transition of our country from a planned to a
market economy, it became necessary to form a
new worldview among future specialists, which
implies a high level of socio-economic
competence of cadets and military students of
NASBGSU. Socio-economic education of cadets
is aimed at forming a clear and scientifically
based idea of the future staff of the State Border
Guard Service of Ukraine about the economy,
social processes in modern society, and
contributing to the formation of a holistic
understanding of the system of market and social
relations. The solution of this issue actualizes the
problem of improving the socio-economic
Dyiak, V., Tushko, K., Pavlenko, O., Kovalska, I., Potapchuk, N. / Volume 11 - Issue 58: 93-103 / October, 2022
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training (henceforward – SET) of cadets and
military students in the process of continuing
education at the NASBGSU by developing and
implementing special organizational and
pedagogical conditions.
The continuity of the SET of cadets (studying at
the Bachelor level) and military students, who
are already officers (studying at the Master level)
at the Higher Military Education Institution
(henceforward – HMEI) is implemented due to
the possibility of obtaining higher education
levels "Bachelor" and "Master", the versatility of
professional activities of the SBGSU personnel,
as well as due to the need for continuous
improvement of socio-economic awareness of
border guard officers. Some scientists present
research in the direction of developing a
conceptual framework for training officers and
using innovative pedagogical approaches in
higher military education. Certain aspects of
socio-economic training of specialists of
different categories were reflected in the
publications of Ukrainian and foreign authors.
The scientists have studied problems of
theoretical bases, essence and values socio-
economic competence of specialists of civil and
military organizations. Chekina (2017) studied
development of socio-economic competence of
future specialists of education by means of
designing pedagogical business projects. The
author revealed the role of designing pedagogical
business projects for the development of socio-
economic competence of future specialists of
education. The methodological basis of the
research was a competence-based approach in
higher education. Sczesny et al., (1998), Müller
et al., (2007) studied the students’ economic
competence level at the secondary schools. Beck
& Krumm (1994) researched this level among
university entrants. So, the students rarely
answer more than 50% of the questions correctly.
In another test, Würth et al., (2001) secondary
school pupils reached a rate of right answers
between 29% and 59%, depending on school
type and curricular settings. Other surveys
explored national differences in understanding
economic issues. With regard to the studies made
in the last 50 years, the influence of general
cognitive development seems to be significantly
higher than that of experiential involvement
(Furnham & Lewis, 1986; Hutchings, Fülöp &
Van den dries, 2002). Regarding the future
officers’ training, Balendr et al. (2018, 2019),
Komarnytska et al. (2019) researched designing
professionally oriented training courses for
border guards. Didenko et al. (2020),
Katerynchuk et al. (2021) studied electronic
educational resources for training future officers
of border guard units. Soroka et al. (2019)
investigated monitoring of corporate culture
formation of specialists of social institutions.
Stavytskyi et al. (2019) studied formation of the
image of the profession in the minds of future
border guard officers in the context of vocational
education. Dyiak et al. (2019, 2020) researched
the pedagogical conditions of socio-economic
training cadets and students in the process of
continuous education at the border guard
academy. However, there is no comprehensive
study of the SET system of border guard officers
at different educational levels "Bachelor" and
"Master" today: a system of this training has not
been developed, as well as theoretical and
methodological foundations for ensuring the
consistency of continuous SET of the SBGSU
personnel.
The results of the analysis of professional
training of future officers and students of the
Master program in the NASBGSU indicate that
the educational process is not sufficiently
focused on the formation of skills to analyze the
socio-economic and socio-political situation,
demographic characteristics of the area of
responsibility, to establish interaction in the
interests of protecting the state border with
officials of enterprises, institutions,
organizations and the local population and to
know the regional nature of production activities.
Also, the results of the analysis of feedback of
graduates of the NASBGSU indicate that officers
lack knowledge on the application of
sociological research methods in order to collect
and process information and make managerial
decisions, they often underestimate the
importance of intellectual skills and critical
thinking for professional activities for effective
military management in the border service
division.
So, insufficient theoretical development and
practical significance of solving this problem in
the educational environment of the modern
higher education institution of the state border
service of Ukraine, the need to overcome these
contradictions justified to the choice of the
research aim: to design and experimentally
verify the expediency of the system of socio-
economic training of cadets and military students
in the process of continuing education at the
higher military educational institution of the
State Border Guard Service of Ukraine.
The objectives of the study:
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to determine the key concepts and terms
necessary to conduct the scientific research;
to specify the structure of socio-economic
competence of border guards with Bachelor and
Master degrees;
to determine criteria, indicators and levels of
socio-economic competence formation of cadets
and students at HMEI;
to justify the pedagogical conditions of SET of
officers at the first (Bachelor) and second
(Master) levels of higher education in the process
of continuous education at the HMEI;
to develop and substantiate the system of SEP of
future border guard officers and students of the
Master degree in the process of continuous
education at the HMEI and to create its
structural-functional model;
experimentally test the effectiveness of the
author's system of SEP of future border guards
and students of Master degree in the process of
continuous education.
Methodology
The process of studying the socio-economic
competence development was carried out on the
basis of the National Border Guard Academy in
Khmelnytskyi, Ukraine. The Academy offers a
wide range of specialties, and the curriculum
includes those disciplines that ensure formation
of socio-economic competence. The study of the
level of socio-economic competence
development was carried out according to the
following stages:
The I stage was the preparation of a package of
mandatory documents (permission to conduct an
experiment in each institution of higher
education, development of a research program
(methodological component: topic, goal, tasks
and organizers of the experiment, thesaurus and
methods: determining and calculation of the
sample, justification of the research method,
formulation of conclusions) (September-
November 2021).
Stage II – input diagnosis of the level of socio-
economic competence formation. Development
of methodological support by the teaching staff
to conduct classes in such disciplines as:
"Sociology. Ethics. Aesthetics. Religious
Studies", "Political and Economic Systems",
"Philosophy" (December 2021 - February 2022).
Stage III – output diagnosis. Processing of
obtained results, formulation of research
conclusions.
Formation of the research sample was carried out
in compliance with the requirements of the
pedagogical research methodology, namely:
representativeness of the sample
(correspondence of the sample population to the
characteristics of the general population); taking
into account the specifics of the study. We used
random sampling, which provided equal
opportunities for all participants of the
experimental work.
The experiment involved second-year cadets,
because the curricula of the specialties
considered included the above mentioned
academic disciplines. In the second year of study,
according to the data presented, approximately
390 cadets and 100 students studied in one
specialty (and in general, specialties in the
institutions range from three to five). It was
decided to determine the sample size as 203
cadets and 92 students and to use mechanical
sampling to select this number. Mechanical
sampling involves the application of a selection
step, therefore, according to the available lists of
cadets and students of study groups, every third
person from the list became a participant in the
experiment (with consent obtained in advance
from each student to participate in the
experimental work).
To achieve the set goal, solve the tasks and test
the hypothesis, research methods adequate to the
author's idea were used: theoretical - analysis
(problematic-targeted and retrospective) of the
research problem in philosophical, sociological,
psychological, pedagogical scientific literature to
clarify the state of its development, determine the
essence of key research concepts; generalization
and systematization of scientific provisions in
order to develop a concept and system; content
analysis of the educational programs for the
training of future specialists to systematize the
received information; empirical - prognostic
(expert assessment, generalization of
independent characteristics) - to determine
promising areas of using innovative technologies
to develop socio-economic competence;
diagnostic (two types of questionnaires: open
(with a total number of 10 questions and closed
with limited answer options with a total number
of 14 questions), surveys, interviewing cadets
and students, testing to check the level of
knowledge) and observational (observation, self-
observation, self-assessment) - to clarify the state
of socio-economic competence development, to
identify shortcomings in the educational process
regarding its formation; pedagogical experiment
(input and output diagnosis) - to determine the
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effectiveness of pedagogical conditions for the
socio-economic competence development.
Results and Discussion
The results of the analysis of scientific sources,
regulatory legal acts and publications on the
research problem allowed us to determine the
essence of scientific definitions "Socio-
Economic Training of Cadets" and "Socio-
Economic Competence of Cadets". In particular,
"SET of cadets" is defined as a purposeful,
organized process of forming their socio-
economic competence, which provides for
ensuring a value attitude as for establishment and
maintenance of social norms and tolerant
relations while performing tasks for the
protection of the state border in the area of
responsibility, mastering knowledge about the
essence of socio-economic processes in the
operational and service activity of the border
guard unit, skills and abilities to collect, process,
systematize and use socio-economic
information.
Based on the theoretical analysis of scientific
literature, the essence of the concept of "Socio-
Economic Competence" in relation to border
guard officers with Bachelor and Master levels of
higher education was generalized. Socio-
economic competence of cadets is defined as an
integrative professional and personal
characteristic that reflects the readiness of future
tactical-level officers to competently solve socio-
economic problems in accordance with the
positions that can be held by graduates of the
NASBGSU with a Bachelor degree.
Interpretation of socio-economic competence of
Master degree military students takes into
account the content of official requirements for
officers of the operational and tactical level. This
personal phenomenon is interpreted as a
professional and personal characteristic that
covers the ability and willingness to design and
effectively perform professional and social
activities in modern economic conditions, its
structure and content (the ability to analyze
socio-political situations in the area of
responsibility; conducting information,
propaganda and explanatory work to perform
certain tasks using various means of information
dissemination; readiness to organize military
economy in the border service department;
perfect knowledge of the nature of production
activities of the local population and the
capabilities of the border service department,
etc.).
Based on the above, the structure and content of
socio-economic competence of cadets and
military students of the HMEI of the SBGSU was
clarified; the components, criteria, indicators
were specified and the levels of socio-economic
competence of officers of the tactical and
operational-tactical levels of the SBGSU were
characterized; the state of formation of socio-
economic competence of cadets and military
students of the SBGSU was analyzed.
Based on the theoretical analysis of scientific
approaches to the structure of SET and taking
into account the specifics of operational and
service activities of officers with Bachelor and
Master levels of higher education, the component
structure of socio-economic competence of
cadets and students of the NASBGSU was
clarified, which covers motivational-ideological,
informational-content, conative-deontological,
personal-reflexive components.
In order to analyze the state of SET, an
Ascertaining Stage of the experiment was
conducted, which involved 176 Bachelors who
completed their studies in the 2012/2013
academic year, and 60 Masters who completed
their studies in the 2011/2012 (25 people) and in
the 2012/2013 (35 people). To establish the state
of formation of the motivational and ideological
component of socio-economic competence of
cadets and military students, questionnaires
adapted by the author were used, which provided
for the diagnosis of motivation of cadets and
military students to expand socio-economic
knowledge, skills and abilities. To diagnose the
level of formation of the information and content
component of socio-economic competence of
cadets and military students, knowledge tests
were conducted using specially elaborated tasks,
the main purpose of which was to identify the
level of knowledge of the SBGSU personnel
regarding basic socio-economic concepts. In
order to diagnose the formation of the conative-
deontological component of socio-economic
competence of cadets and military students, the
method of solving problems in simulated socio-
economic situations of the professional context
was applied. To establish the levels of formation
of the personal-reflexive component of socio-
economic competence of cadets and military
students, the method of reflection of activity
adapted by the author was used.
The results of the analysis of diagnostics of the
formation of socio-economic competence
showed that 20.45% of cadets and 25% of
military students have an optimal level of its
formation, 48.3% of cadets and 53.33% of
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military students have a sufficient level, and
31.25% and 21.67% have a satisfactory level,
respectively. The presented results showed
insufficient satisfaction of the of cadets' and
military students' need regarding socio-economic
knowledge and skills, the inability of cadets and
students to competently solve professional social
and economic problems, which indicates the
underdevelopment of socio-economic thinking
of the SBGSU personnel, imperfect possession of
special skills and skills of organizing expedient
socio-economic activities and its introspection.
The results obtained indicate the need to improve
the SET of the SBGSU personnel in the process
of continuing education.
The results of the analysis of scientific literature
concerning the problem of research, study of
educational practice and the state of formation
and development of socio-economic competence
of border guard officers with Bachelor and
Master levels of higher education allowed to
develop the Concept of SET of future border
guard officers and Master's degree military
students in the process of continuing education in
the HMEI of the SBGSU, which provides that for
the effective formation of socio-economic
knowledge and skills of the SBGSU personnel,
professional training of cadets and students in the
NASBGSU should be organized based on the
principles of continuing education, taking into
account the features and requirements for SET of
border guards, using technologies of modular and
project-based training to enrich the experience of
making optimal decisions by cadets and military
students in simulated socio-economic situations
of the professional context.
In order to improve the SET of cadets and
military students of the NASBGSU, formation
and further development of their socio-economic
competence, an optimal educational environment
has been created by introducing six effective
pedagogical conditions, two of which are
characterized by a cross-cutting impact, that is,
they are applied throughout all stages of the
experimental study of officers at the first
(Bachelor) and second (Master) levels of higher
education in the process of continuing education
in the HMEI, the other four - a specific direction
of SET implementation (two for cadets and,
accordingly, two for military students). The
justification of these pedagogical conditions was
based on an expert assessment, and the reliability
of the results of the experts' work was proved
using variance factor analysis. The components
of socio-economic competence were chosen as
an effective feature, and pedagogical conditions
were chosen as gradations of a certain factor. As
for the quantitative characteristics of the method,
such indicators were grades given by experts.
The use of mathematical statistics methods
confirmed the significant influence of the
proposed pedagogical conditions on the
formation of components of socio-economic
competence of cadets and military students at the
level of statistical significance
05,0p
.
So, the first pedagogical condition is the
orientation of the educational process at the
National Academy of the State Border Service of
Ukraine named after Bohdan Khmelnytskyi to
the active program-motivated mastery of the
socio-economic competence by cadets and
military students.
The organization of socio-economic training of
cadets and military students in the process of
continuous education at the National Academy
involves a close relationship between the higher
military educational institution and the State
Border Guard Service of Ukraine. Modern
requirements for the implementation of such
interaction provide for the creation of an
integrated educational space based on the
network interaction of the National Academy of
the State Border Guard Service of Ukraine and
the Border Guard Agency of Ukraine, which we
define as the second pedagogical condition. It is
in such educational space that the cadets will be
able to realize the importance of socio-economic
training during their studies in higher military
educational institution, which will motivate them
to more conscientiously study the disciplines of
socio-economic content. At the same time, the
creation of an integrated educational space will
enable Master's degree military students to
access modern scientific developments and
research in the socio-economic sphere, which
will motivate them to continue their education at
a higher military educational institution. This
approach testifies to the connection of the first
and second pedagogical conditions.
Since the professional training of border guards
involves not only the assimilation of theoretical
material, but also the acquisition of practical
abilities and skills, an important pedagogical
condition is the use of modular and project-based
learning technologies to enrich the experience of
making optimal decisions by cadets and military
students in simulated socio-economic situations
of the professional context. Graduates of the
National Academy can test the acquired
experience in practice at the state border
protection units. And in the conditions of
continuous education, they will be able to
increase the level of their own socio-economic
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competence, based on practical experience and
scientific argumentation, as students of the
Master's degree.
Since the modern dynamic changes in society
lead to the rapid "aging" of scientific socio-
economic information, its systematic renewal,
addition, and expansion become all the more
relevant. This approach will enable cadets and
military students to realize their own level of
socio-economic competence, to make them
interested in modern trends in the economy and
social sphere. If cadets and military students of
the National Academy are able to optimize their
own self-educational activities, the productivity
of their studies will increase. There is a need to
organize pedagogical support for continuous
self-education activities of cadets and military
students to acquire socio-economic competence,
which we define as the fourth pedagogical
condition. It was assumed that the
implementation of the outlined pedagogical
conditions would ensure the creation of an
optimal environment for the formation of socio-
economic competence of cadets and military
students in the process of continuous education
at the National Border Guard Academy.
The system of SET of cadets and military
students in the process of continuing education in
NASBGSU combines the content and structural
relationships and interdependencies of five
components, which are presented in the form of
a structural and functional model: purpose
component contains a goal that is determined by
the social order of the society for training border
guards in the areas of our research (cultural,
professional, methodological, subject-personal);
theoretical-methodological - covers the
theoretical and scientific-methodological
foundations of the research (features and
requirements for socio-economic competence;
methodological approaches to SET of cadets and
military students in the process of continuing
education in the academy; a set of principles of
SET of cadets and military students), relaying
four levels of methodological knowledge about
the process under study; content-practical
component contains pedagogical conditions of
SET of cadets and military students in the
process of continuing education in the academy;
evaluation-analytical - specifies the component
structure of socio-economic competence of
border guard officers with Bachelor and Master
levels of higher education; result component
demonstrates criterion-level diagnostics and the
predicted result - developed socio-economic
competence of border guards.
The formative stage of the experiment lasted
during 2014-2018 and was conducted at the
Border Guard Academy. At this stage, 203
cadets, 92 military students, and 16 teachers took
part in the experiment.
Before the start of the formative stage,
participants were divided into Control
(hereinafter referred to as CG) and Experimental
(hereinafter referred to as EG) groups. Control
groups were trained according to the traditional
approaches, and others – according to an
experimental methodology, in accordance with
the proposed system of formation of SET of
future border guard officers and Master degree
students in the process of continuing education in
the HMEI, which provided for the
implementation of certain pedagogical
conditions.
In particular we carried out selection, structuring
and construction of the content of educational
material of the disciplines "Political and
Economic Systems", "Sociology, Ethics,
Aesthetics and Religious Studies", "Philosophy",
"Pedagogy and Psychology" (at the Bachelor
level) and "Professional Pedagogy and Moral and
Psychological Support", "Problems of the
Economy of Operation of Vehicles and Special
equipment", "Scientific Foundations of
Management" and the special course "Military-
political and Socio-economic Problems of
Military and Public Administration" (at the
Master level) taking into account the need for
purposeful influence on the formation of each
component of socio-economic competence of
border guard officers with a Bachelor and Master
levels of higher education.
It was important to conduct optimization of the
use of modular and project-based training
technologies with the help of pedagogical
practical tools, in particular, the appropriate
forms and methods of organizing educational
activities of cadets and students. In the EG, in
addition to traditional teaching methods,
methods of stimulating and motivating
educational and cognitive activities were widely
applied (role-playing game using simulated
professional situations, the "barter" method,
positioning method, case study method, debate,
discussion, brainstorming method, round table
method, trainings, expression method, working
with aphorisms and parables, collage method,
dramatization method, solving psychological
problems, project method, methodological
techniques "stickers", "deaf phone",
"terminological warm-up", etc.).
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Method for analyzing specific quasi-professional
socio-economic situations in the SET system
helped develop the ability of border guards to
analyze the situation, work with information, and
defend their views, which, in turn, allowed them
to properly navigate the specific socio-economic
conditions of their professional activity.
Conducting practical classes using the method of
analyzing specific situations differed from
traditional training sessions. In this case teachers
chose problems that did not have an
unambiguous solution as the basis for such a
situation.
Using a variety of methods of monitoring the
achievements of border guards provided an
opportunity to monitor and correct the proposed
SET system for future border guard officers and
Master degree students in the process of
continuing education at various stages. Cadets
and military students tested their knowledge,
skills, and abilities in real-world professional
conditions during various types of internships at
the state border protection units.
Based on the results of the experimental study, a
comparison was made of the formation of all
components and in general the socio-economic
competence of cadets (Table 1) and students
(Table 2) of the NASBGSU at the stages of input
and final control by four levels (optimal,
sufficient, satisfactory, and initial).
Table 1.
Distribution of cadets of the control and experimental groups by the levels of formation of socio-economic
competence at the entry and final stages of the experiment CG=105, EG=98, (number, %), (authors’
development)
Levels of SEC formation of the Academy
cadets (Bachelor Level)
Groups, number of
participants
Control Stage
Entry
Final
Q-ty
%
Q-ty
%
Optimal
CG
18
17,14
21
20,00
EG
16
16,33
27
27,55
Sufficient
CG
46
43,81
21
20,00
EG
44
44,90
53
54,08
Satisfactory
CG
36
34,29
34
32,38
EG
34
34,69
18
18,37
Initial
CG
5
4,76
34
32,38
EG
4
4,08
0
0
Averaged values
CG
3,7
3,9
EG
3,7
4,1
Table 2.
Distribution of Master degree military students of the control and experimental groups by the levels of
formation of socio-economic competence at the entry and final stages of the experiment, CG=47, EG=45
(number, %)
Levels of SEC formation of the
Academy military students (Master Level)
Groups, number of
participants
Control Stage
Entry
Final
Q-ty
%
Q-ty
%
Optimal
CG
9
19,15
13
27,66
EG
9
20,00
16
35,56
Sufficient
CG
22
46,81
24
51,06
EG
21
46,67
24
53,33
Satisfactory
CG
14
29,79
10
21,28
EG
13
28,89
5
11,11
Initial
CG
2
4,25
0
0
EG
2
4,44
0
0
Averaged values
CG
3,8
4,1
EG
3,8
4,2
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According to the results of the analysis of the
values presented above, we can say that there is
a positive dynamic in the CG (the values for the
optimal level of SEC formation increased - from
17.14% to 20.00%, for sufficient level - from
43.81% to 47.62%, also a decrease is observed at
the satisfactory level - from 34.29% to 32.38%;
as for the EG, at the optimal level - an increase is
observed in values from 16.33% to 27.55%, at a
sufficient level - from 44.90% to 54.08%, and
according to the satisfactory level – there is a
decrease from 34.69% to 18.37%.
The significance of the presented results in the
formation of the SEC of cadets of CG and EG
was proven using mathematical statistics - the
Fisher test, the calculations of which are as
follows: CG Femp = 1.25, which exceeds the
limits of Fkryt (1.3–1.7), and in EG Femp = 1.34.
Similar calculations were made in relation to
military students (Master Degree). According to
the optimal level in CG, there is positive
dynamics - from 19.15% to 27.66%, according to
the sufficient level - from 46.81% to 51.06%, as
for the satisfactory level, a decrease was
observed from 29.79% to 21.28 %. In the EG, the
military students showed the following: the
optimal level increased from 20.00% to 35.56%,
the adequate level increased from 46.67% to
53.33%, and the satisfactory level decreased
from 4.25% to 0.
The statistical significance of the results of the
development of the SEC of military students of
the Master's level of education in CG and EG was
also proven using the Fisher test, namely: EG
Femp = 1.56, which indicates the reliability of the
results obtained, and in CG Femp = 1.28, which
goes beyond the limits of Fkryt index (1.4–1.8).
Positive dynamic changes presented in the
distribution of the levels of formation of SEC of
the cadets at the final stage of the formative stage
of the experiment are shown in Figure 2, in
relation to the military students - the level of
development of their SEC is shown in Figure 3.
Figure 1. Dynamics of socio-economic competence formation of cadets of Control and Experimental
Groups.
The analysis of the results of the experimental
testing of the designed SET system of future and
current officers of the Border Guard Agency
during their continuous education in a higher
military education institution is a confirmation of
its effectiveness and success in the educational
activities of this institution.
.
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Figure 2. Dynamics of socio-economic competence development of Master degree military students in
control and experimental groups.
Conclusions
The results of the analysis of literature sources
made it possible to determine the essence of key
concepts used in the context of scientific
research. Taking into account the official
requirements for officers of the operational-
tactical level, the SEC of military students is
defined as a professional and personal
characteristic that reflects the ability and
readiness to design and implement effective
professional and social activities in modern
economic conditions, its structure and content
(ability to analyze the socio-political situation in
the area of responsibility; conducting
information, propaganda and explanatory work
using various means of information
dissemination; readiness to organize military
economy in the border guard division;
knowledge of the nature of production activities
of the local population and capabilities of the
border guard division, etc.).
The structure of socio-economic competence of
border guard officers with Bachelor and Master
degrees is formed by motivational-ideological,
informational-content, conative-deontological,
personal-reflexive components. The formation of
socio-economic competence of cadets and
military students is diagnosed according to the
following criteria: motivational (serves to assess
the motivational-ideological component),
cognitive (to assess the information-content
component), activity (corresponds to the
conative-deontological component), developing
(reveals the personal-reflexive component).
To implement the SET system for cadets and
students in the process of continuing education,
academy created an optimal educational
environment built in compliance with a number
of effective organizational and pedagogical
factors that contributed to optimizing the
continuing education of border guards. These
factors include six pedagogical conditions of
SET of officers at the first (Bachelor) and second
(Master) levels of higher education in the process
of continuing education in HMEI,
implementation of which helped to solve the
problems of forming socio-economic
competence.
In compliance with the requirements of the
principles of integrity, openness and
nonlinearity, that are applied to pedagogical
systems, and taking into account the conceptual
foundations of SET of cadets and military
students in the process of continuing education in
HMEI, a system of SET has been developed and
theoretically justified, each element of which
demonstrates its dynamism, integral properties of
the whole and is characterized by stable, repeated
cause-and-effect relationships. A structural-
functional model of the process was created.
Verification of the reliability of the authors' SET
system, which provides for the formation of
socio-economic competence of future border
guard officers and Master degree students in the
process of continuing education, is confirmed
using statistical methods of processing data from
a pedagogical experiment, comparing average
indicators, variances and determining the Fischer
criterion (F-criterion) for control and
experimental groups of cadets and students of the
National Academy of the SBGSU, which proved
the reliability of the results obtained.
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