AT modern Russia When regions become the subjects of self-development and their political and economic independence increases, the issue of the role of regional education in the development of the processes of reforming the education system in the country becomes more relevant. This is relevant for boarding schools with initial flight training, which are a potential strategic resource for military aviation universities. The function assigned to them to replenish military aviation universities with well-trained students increasingly requires strategically thought-out decisions. In our opinion, all general education boarding schools with initial flight training should function in the formed unified educational field. Such a field should be included in the unified educational space of that military aviation university, which will be preferred by its students upon admission.

The educational space of a military university in our understanding is a set of conditions that ensure the functioning of secondary educational institutions With specialized training, higher military aviation universities of flight or technical profile and educational processes in general. This understanding of specific educational space is based on a set of characteristics, educational processes included in it and their functional relationships. The regional educational field of general education boarding schools with initial flight training should cover the elements of the regional space of a military aviation university. It is under such conditions that full-fledged educational activities of schoolchildren will be ensured. Relations will be maintained with the customer (the Ministry of Defense of the Russian Federation) for the training of military specialists, teachers of these schools. And also with pupils who claim to be part of the educational field of their chosen higher military educational institution in the role of its entrants. Therefore, a regional educational field should be formed both for boarding schools and for military universities. And the necessary conditions can be divided into essential and additional. The set of essential ones is the same for all educational spaces, and additional ones characterize and deepen the content of its types. The essential components of the educational space are:

• the scope of the request and application of the results of education;
• posted information about the content of education;
• teaching staff and the quality of their training;
• the contingent of pupils-recipients of the content of education;
• educational regional territory and educational equipment;
• normative educational, methodical and scientific base;
• the prestige of a particular educational institution.

A holistic view of the formed educational field can be obtained if it is organized:

• the study of the real learning opportunities of boarding schools, the degree of their readiness for learning and the level of training of their pupils, the state of their health, the development of cognitive interests, the formation of professionally oriented motivation for further education in military universities;
• fulfillment of qualification requirements and implementation of programs of additional vocational education with a bias on the flight-technical component;
• studying the quality of knowledge in mathematics, physics and the Russian language; data on the quality of knowledge on these basic academic subjects allow assessing the degree of development of general scientific knowledge and skills in pupils and assessing their capabilities when passing entrance exams;
• establishing didactic reasons for poor performance; the result should be the formation of typological groups of pupils with a further focus on a specific military university;
• identifying the degree of satisfaction of pupils with the educational process, which will be a kind of indicator that allows one to judge the effectiveness of the educational process and possible ways to improve it;
• studying the nature of internal communications, determining the style of relationships between pupils, pupils and teachers, etc., which will characterize the psychological and pedagogical climate and reveal its impact on the effectiveness of the educational process;
• state and analysis, as in educational activities the main functions of interpersonal communication are implemented;
• consideration of the rationality of the mode of functioning of the boarding school, to determine the degree of professional thinking of the leadership and the level of their management of the educational process;
• the state and analysis of didactic tools used by teachers with the compilation of the characteristics of their pedagogical skills;
• analysis of flight training and other types of special training of pupils, their independent flying on training aircraft and the number of parachute jumps performed.

It is on these and other conditions that the success of students entering a military university and their further education in it will depend.

Therefore, it is necessary to develop a concept for the strategic development of a military university. Why determine the principles and tasks of organizing the activities of the educational systems of boarding schools and military universities, consider a set of effective forms and methods of preparing students for admission to a military university, identify socio-pedagogical conditions and opportunities for using the potential of a military university in order to form a strategic reserve.

This problem must be considered from the point of view of system analysis educational systems and pedagogical process in separate general boarding schools with initial flight training and military aviation universities. This approach is an essential prerequisite for raising the methodological and theoretical levels of bringing the education of the regions in line with the needs of the individual, society and the state.

Bibliographic link

Yunatskevich P.I., Director of the Scientific Consortium of High Humanitarian and Social Technologies

Problems of higher military school

The training of officers is one of the most important tasks in strengthening the defense capability of Russia. The Russian officer occupies a special place in construction new army, education and training personnel, in achieving victory over enemies.

A Russian officer must combine patriotism with deep competence, a broad outlook, discipline, initiative and a creative approach to business. At the same time, in any sector, an officer must take into account socio-economic and educational aspects, be sensitive to people, to their needs and requests, and serve as an example in work and life. It is extremely important that these qualities be inherent in graduates of military universities.

To date, the system of training officers in military educational institutions is experiencing certain difficulties in its development.

The latest equipment ceases to enter the army and navy. Resources engineering systems and weapons have long been developed. We are talking about extending the operational period of weapons and military equipment. The educational and material base for the training of officers needs serious investments. The educational and cultural level of draft youth leaves much to be desired. Recently, the number of "pedagogically fluffy", "neurotic" young people has been increasing. The number of deviant behavior among cadets and students is growing.

One of critical issues the socio-economic development of the military education of St. Petersburg remains the remuneration of military personnel and members of their families.

About 30% of complete families of officers with two working children and two children are below the poverty line, and even among complete families of officers with one child under 16, the share of the poor is about 20%. A significant part of the workers of the military-industrial complex also fell into the number of the poor. More than a third of workers in this area consistently have wages below the subsistence level.

Given the existence of a fairly high proportion of officers with incomes below the subsistence level, the transition of the activities of military educational institutions to work in the conditions of the educational services market, competition can lead to a drop in prestige military service.

Deterioration in the quality of professional training of officers

The volume of state financing of military education for last years decreased. The availability of paid educational services for military personnel and members of their families has significantly decreased. Dismissed servicemen, who fell into the least well-off groups of the population, found themselves in a difficult situation.

The unfavorable state of military education is manifested in the outflow (dismissal) of officer cadres, a decrease in scientific and pedagogical activity in military universities, and a decrease in the number of publications.

Among the reasons that negatively affect the state of military education is a decrease in the quality of life of military personnel:

Low wages and pensions;

Deterioration of living conditions, work, rest, condition environment, quality and structure of nutrition, etc.;

Excessive stress loads;

A decrease in the general level of culture, including sanitary and hygienic, which contributes to the spread bad habits and unhealthy lifestyle;

The low level of economic training of military personnel transferred to the reserve, which ensures effective operation in market conditions, etc.

The existing system of military education at present cannot ensure the provision of high-quality educational services to cadets and students of the city, as well as the provision of full benefits for the teaching staff provided for by the current legislation.

The system of remuneration for the activities of the teaching staff of military universities does not stimulate the effective provision of educational services, as a result of which the serviceman receives a less competitive and narrow (specialized) military education.

Insufficient development of social and humanitarian technologies in the system of military education leads to irrational use funds in universities.

At present, the system of promotion of service in the armed forces has not fully developed, which determines the military-professional orientation of draft youth by 50% and does not require the involvement of significant financial resources.

This requires a change in the existing system of military education. High-quality and multifaceted training of an officer, increasing the competitiveness of a diploma from a military university will raise the prestige of military education.

Prospects for the development of military education

Your attention is invited to the introduction into the educational practice of military educational institutions of Russia, developed at the Institute of Military Humanitarian Technologies of the International Academy of Social Technologies, the concept of integrated (integrative) professional training of an officer power structures and departments of Russia - a system of training and education of military personnel under the contract.

Implementation of the concept makes it possible to achieve 15-25% savings in budgetary funds allocated for military education as a result of optimizing the educational process.

The relevance of the concept of comprehensive (integrative) training of officers of power structures and departments of Russia

The relevance of the concept of comprehensive (integrative) training of officers of power structures and departments of Russia is due to the following factors:

An increase in the number of junior and senior officers dismissed from the armed forces.

Lack of comprehensive (integrative) training of junior officers in the field of unit management, organization of educational work of personnel.

Deterioration of the moral and psychological training of officers, which is manifested in an increase in the number of psychosomatic disorders in 90% of cases of diseases found in therapeutic, psychiatric and neurological military hospitals, as well as in 60-80% of participants in wars and local conflicts, liquidators of the consequences of massive victims of natural disasters.

The problems of complex (integrative) professional training are presented in engineering and technical and command military universities in Russia. The average cost of training a narrow specialist (engineer, commander) is significant, which requires the organization of effective comprehensive training in order to optimize financial costs.

Officers live below the subsistence level in Russia. According to economic studies, the social status of an officer is equated to the lowest average. Military service for many officers ceases to act as the main activity. Professional military personnel are forced to look for additional income for years without finding a solution to their problems. At the same time, the servicemen themselves, their families and the army as a whole suffer, taking into account the fact that their mental and physical performance in the interests of service is reduced by an average of 60-70%.

The motivation for studying at a military university among applicants is often presented in the form of a desire to purchase free public education. At the same time, 20-30% of graduates are thinking about extending their service.

AT modern conditions reforming the military education system the trend is towards comprehensive training becomes the leader.

Officers with narrow specialized training are, in fact, a social problem that requires a special approach to its solution. In the conditions of the market and competition among private and public educational institutions, the question of conquering their own segment is acute - training a professional defender of the fatherland, a comprehensive specialist who is able to provide himself with a decent standard of living.

It is obvious that in modern conditions the complex training of an officer should be carried out by specialists with integrative training in the field of military sciences, medicine, psychiatry, psychology, pedagogy, economics, law, information warfare technologies, etc.

Basic concepts of the concept

Integrative professional training of an officer is a new direction in the educational activities of military educational institutions from the standpoint of a systematic approach to training and education, military professional activities. Comprehensive training - professional training and education, involving a cadet, student in the process military service, ensuring the survivability (survivability) of officer cadres in the face of a shortage of state funding for the army. "Officer" - a person with comprehensive training.

The object of integrative training is the process of formation and development of professional behavior that integrates the most socially effective technologies of interaction and influence (technologies of the VI technological order).

The subject is regularities and conditions of complex professional training.

Principles of integrative training:

1. A systematic approach to the training and education of officers in Russia.

2. Comprehensive training and education for effective economic, socio-psychological, military-professional behavior, determining the current direction of professional training, the hierarchy of areas of training and education, mastering high humanitarian and social technologies.

3. Development of dynamic tactics of training and education based on the organization of military discourses of students and the military scientific expert community and practitioners of lethal and non-lethal humane confrontation and information warfare.

4. Training and education of officer cadres on the basis of a mass ethical assessment of the activities of a serviceman and military groups.

5. Socio-technological support of military affairs.

6. The use of information technology in education and upbringing - virtual training, diagnostics and correction.

7. Comprehensive training of officers in the field of military affairs, military-humanitarian technologies.

8. Optimization of financial and time costs for the training and education of a complex specialist capable of influencing an object both with lethal instruments and non-lethal, humane ones.

9. Comprehensive retraining of officers in the field of social design, non-linear logic.

Sources (theories) for the development of the concept of integrative medicine:

- "Sun Tzu" - a treatise on the basics of the military science of old China;

The views of Peter I (to teach officers everything necessary for service and peaceful affairs);

The system of training soldiers and officers A.V. Suvorova, S.O. Makarova, M.I. Kutuzova, F.F. Ushakova, P.A. Rumyantsev;

-the concept of managing the energy of the human masses V.A. Chigirev.

List of the main stages of the implementation of the concept of integrative training of officers

System creation military humanitarian and technological training of officers:

I stage- Creation of faculties of complex training in military educational institutions;

Starting from the first stage of the implementation of the concept, standards development and training and education algorithms for effective service, as well as training and retraining teaching staff (creation of specialists in comprehensive training from the military, medical, psychological, pedagogical, legal and economic areas);

II stage- reorientation of military universities towards comprehensive military-technological training of personnel;

Stage III– creation of civilian faculties in social engineering, high humanitarian and social technologies at military universities;

Stage II- creation of dissertation councils in military universities on military-humanitarian technologies. Creation of educational-methodical and scientific-research subdivisions of the problems of complex training and retraining of military personnel on the technologies of the subsequent dual-purpose technological mode.

Expected end results of the implementation of the concept

Reducing the number of junior officers retired.

Increasing the competitiveness of military universities in the context of the consequences of the demographic decline.

Cost reduction for the training of military personnel by 40-50%. Rationale reduction and reorganization of military universities, due to the exclusion of repetitive, duplicated specialties.

Improving the quality of life graduates and increase their length of service.

Training of dual-purpose specialists providing lethal and non-lethal impact on a given object.

Military professional activities of officers becomes comprehensive and effective.

The concept of integrative training becomes a theoretical justification for the reorganization measures of the Ministry of Education and Science of Russia.

Directions and specialties of the comprehensive training of officers in Russia

Military-humanitarian technologies;

Information confrontation;

social design.

Comprehensive officer training will create objective conditions for the formation of a new image of a military specialist capable of performing any tasks and ready for self-education and self-development in the chosen field. This is a serious condition for ensuring the attractiveness of military education for young people, which will ensure the influx of its most progressive part to serve in the armed forces. Naturally, such training will be reflected in the very nature of military service, filling it with new content and development prospects.

Virtual training in the system of military education

Virtual training is a concept that we first introduced into psychological and pedagogical practice in 1999. This is a virtual technology of practical and theoretical training of a student, listener in the disciplines of the direction, specialty, specialization of professional training in programs of higher professional education educational institution based on the use of electronic virtual effects, databases, virtual classrooms and libraries of educational literature, the activities of virtual trainers (teachers who provide training through psychotronic influences on the student through information networks). This is a promising technology not only for training, but also for practical education of the 21st century.

One of the principles of the new direction in the development of military science - "integrative training of military personnel" is the use of high humanitarian and social technologies that ensure the assembly and disassembly of a social subject.

By special order for the Military Space Forces, Strategic Missile Forces Russian Federation, Leningrad Naval Base, the author developed automated methods for diagnosing and correcting the psychophysiological state "Pedagogical diary" (1998), "Automated workplace of a psychologist" (1998), "Automated workplace of a military suicidologist" (1999), "My doctor" ( 2000), "My Psychologist" (2001), "Virtual Clinic" (2001), "Virtual Business Training" (2001) for psychophysiological diagnosis and correction of neuroses; psychoses; psychosomatic diseases: somatized depression, headache, dizziness, neuralgia, cardialgia, heart rhythm disorders, coronary heart disease, myocardial infarction, vascular dystonia, pseudorheumatism, shortness of breath, functional disorders of the abdominal organs, dysuria, potency, sexual disorders, dermatological hypochondria, suicidal conditions, drug addiction, substance abuse, alcoholism.

It should be noted that the use of the automated system "Virtual Training" is shown in practical training not only for representatives of law enforcement agencies and departments of the Russian Federation, but also for representatives of other specialties.

Conclusion

As our work experience shows, only an integrated approach to training and education of interested specialists (commanders and chiefs, representatives of a wide range of specialties, with key role a commander trained in dual-use technologies will effectively solve the military-professional tasks of building and developing the Russian army.

Solving the problems of complex training of specialists, in the key of the developed methodology, will, in our opinion, make it possible to raise the prestige of Russian military education to a qualitatively new level.

Abstract: this article contains an analysis of the education of future officers of the Armed Forces of the Russian Federation in the context of the progress of the innovative potential of military universities. The definition of the concept of "pedagogical culture of the future officer" and the evolution of military education in a historical retrospective are given. It also reveals the important role of moral education in military universities in the context of the existence of young people in a society of general consumption and information-value aggression directed against Russia. This article lists the methods of education in the format of a model for the development of the pedagogical culture of a future officer from the standpoint of an environmental approach to military education.

Key words: military pedagogy, information-value aggression, moral values, moral education, morality, educational environment, pedagogical methods, professional training, environmental approach.

Abstract: this article contents of an analysis of the education of future officers of the Russian armed forces in the conditions of progress of military universities" innovation potential. The author revealed the term "pedagogical culture of the future officer" and the evolution of military education in the historical retrospective Disclosed the important role of moral education in high schools of Military departments in the period of the general society of common consumption and information and the value of aggression against Russia. of development of pedagogical culture of future officer positions with the environmental approach to education

Keywords: morals, moral education, vocational training, moral values, pedagogical methods, environmental approach, educational environment, information and value aggression, military pedagogy.

In the current situation, in particular, in the period of modernization and improvement of the Armed Forces of the Russian Federation, military pedagogical science is being transferred to a qualitatively new level. In connection with the progress of innovations in military affairs, great hopes are also placed on the innovative model of education: the conservative style of behavior of commanders, which relies exclusively on command and administrative methods of working with personnel, is being replaced by absolutely new style, adequately responding current trends development as military technical equipment, and sociocultural aspects environment.

The realities of the modern world force us to turn again to the concept of "pedagogical culture of the future officer". The problem of the peculiarities of the development of the pedagogical culture of the future officer has always worried researchers. Initially, the transfer of experience and education were predominantly spontaneous in nature, but military-pedagogical thought took shape already in chronicles, state acts, and even works of art, such as "The dawns here are quiet", for example. Educational topics were disclosed in such historically important works as “The Code of Service” (1556), “The Boyar Sentence on Stanitsa and Guard Service” (1571), “Military Book” (1607), “Charter of Military, cannon and other matters related to military service” (1621), “Teaching and cunning of the military structure of infantry people” (1674) and others.1 The basis of education in the historical retrospective of these works was personalities. Everyone knows such names as Potemkin G.A., Rumyantsev P.A., Kutuzov M.I., Suvorov A.V., Peter I and others. In addition, Russian military science and military pedagogical science were actively developing already in the time of Alexander Nevsky and Dmitry Donskoy. For example, Suvorov in the book “The Science of Victory” wrote that “the city is not taken by standing; they fight by skill, not by numbers; from skill comes consent. In many ways, he managed to recreate the gestalt of the military-pedagogical picture of the Russian army, based on the strength of morale, high morality, and the importance of psychological training of personnel. Progressive views on the education of soldiers were also developed in the works of V.A. Kornilov, P.S. Nakhimova, S.O. Makarova, M.I. Dragomirova, M.D. Skobelev. The appearance of the Red Army in 1918 required new approaches to the education of servicemen. At their base stood such prominent figures as M.V. Frunze, M.I. Kalinin, G.F. Gears, S.S. Kamenev, K.E. Voroshilov, M.N. Tukhachevsky, F.E. Dzerzhinsky, L.D. Trotsky and others. Speaking about the more modern period of the formation of pedagogical military science, this is P.D. Korchemny, L.G. Laptev, V.G. Mikhailovsky,2 A.V. Drummers, V.P. Davydov, N.F. Fedenko - they considered pedagogy through the psychological characteristics of the future officer.3 Among other things, it is worth noting such authors as Mutsynov S.S. Today, in scientific and military circles, the understanding of the role of educating a future officer as an integral person, ready for independent education of oneself into a citizen and a future professional, not only in the field of military art, but also in terms of working with personnel (A.S. Brychkov, A. Vladimirov, V. Volodin and others). The originality of this educational environment widely researched and studied in the works of Artyukhina I.A., Belyaev D.B., Vyunova N.A., Kosogorova L.V., Panova V.I., Rubtsova V.V., Skatkina M.M., Yasvin V. .BUT. and others. Nevertheless, it is worth noting that the specifics of the educational environment of a military university, as well as a significant part of the features of this phenomenon, in scientific papers and practically unexplored in the works.

1 Nizhalovsky A.V. Lecture on public-state training. Topic No. 7: "Historical and pedagogical analysis of the domestic experience of educating personnel in the army and navy." Moscow, 2010.

As a key definition of the educational environment, you can use the concept that designates it as a complex of socio-pedagogical circumstances.7 This very complex includes both the educational and methodological part, technical support, teaching staff, and the presence of traditions, foundations, rules, values , moral and psychological climate and the like.

Speaking about the educational environment of the university, it is worth highlighting its two main components: material and non-material.8 The first is responsible for the educational and material basis of a military university, for equipping and providing military specialists. The intangible component means the presence of the necessary educational environment and the proper psychological component of the interaction between cadets and a military institution. Among other things, non-formal education can also be included in the non-material sphere, for example, various events, meetings with the military, etc. However, the fundamental element of the educational environment, nevertheless, is spiritual and moral education, including their self-education.

Given certain patterns of educational work, a number of principles should be put forward, which are the basis for an officer-teacher as an educator:

The educational environment is, first of all, a collective environment;

The subjective nature of the relationship with the cadet, based on legal norms and laws;

Consistency and specificity of educational measures;

Continuity and consistency of educational measures.

The former traditions of military pedagogy remain especially significant to this day, since it was they who laid the foundation for morality and the education of the fighting spirit of personnel. The experience of all past years gives us the opportunity to develop these traditions and use them in modern realities. Military pedagogy faces the unresolved problem of the global doubt of liberalism in adherence to these traditional values, therefore, it is necessary to take into account the difficult specifics of the current moment. The values ​​of the society of general consumption, which Marcuse described,9 must be skillfully and competently opposed to the military and pedagogical ones, which have their own specifics. These values ​​are spread mainly by transnational organizations, they are spread as significant, progressive and liberal. In this concept, national sovereignties act as an archaeological consciousness and have only a purely museum significance for a global consumer society. The purpose of spreading such values ​​is to "destroy" competitors in the struggle for power in the whole world, as well as information propaganda and suppression of individual features all those who disagree with the unipolar world. In this case, a unipolar world should be understood as a universal “rich” capital and, accordingly, a poor province. The replicated values ​​of the consumer society, including in the Russian mind, very easily influence young people through the wide informatization of society and the lack of levels of filtering information. Every officer works or should work with such a youth consciousness, recruiting the rank and file, which is annually called up for military service.

2 Military psychology and pedagogy. Tutorial under. ed. P.D. Korchemny, L.G. Lapteva, V.G. Mikhailovsky. Moscow: Perfection Publishing House, 1998.

3 Drummers A.V., Davydov V.P.,. Fedenko N.F. Fundamentals of military psychology and pedagogy: Textbook. Moscow: Education, 1988.

4 Mutsynov S.S. Collective and discipline: Questions and answers. Moscow: Military Publishing House, 1989.

5 Efremov O.Yu. Military pedagogy. 2008.

6 Zuev Yu.F. Military pedagogy. 2010.

7 Mezhuev A.V. Formation of readiness for life in the educational environment of a military university among cadets of junior courses: author. dis. cand. ped. Sciences. Astrakhan, 2008, p. 22.

8 Korovin V.M. The system of professional development of officers in military universities: monograph. Voronezh: VGU, 2002, pp. 99–120.

Analysis scientific literature shows that in modern reality there are many contradictions. One of them is the orientation of modern psychological pedagogy towards humanization and an individual approach as opposed to a conservative approach. This contradiction arises from the fact that the armed forces require a mature, intellectual, mentally stable officer personality. The declared nature of training within the educational environment and the lack of attention to individual and personal characteristics each cadet also causes controversy. Modern world and technology require a military specialist of the proper level of training, but the insufficient level of research in pedagogical military science turns out to be a stumbling block. In the fight against the values ​​of an established society, all national and traditional values, including sovereignties, are placed under formally humanistic, but in fact - under liberalist-globalist doubt. To the same extent, the sacred writings (Torah or Old Testament, New Testament and the Koran) and the altruistic values ​​of the Enlightenment. Values ​​are treated in the world and Russian public consciousness as totalitarian.10 To simplify, “postmodernism” should be understood as distrust of metanarratives.”11 This term and its derivatives (“metanarrative”, “metanarrative”, “metahistory”, “metadiscourse”) postmodernists designated all those "explanatory systems" that create a bourgeois society and serve as a means of self-justification for it: religion, history, science, psychology, art, culture. Thus, this knowledge enslaves the individual, creating a certain ideology. Researchers are now faced with such tasks as, first of all, the development of effective protection of the self-identity of potential defenders of Russia. In addition, there is an urgent need for timely counteraction to information-value aggression against Russia precisely by pedagogical means, since technotronic and hybrid wars can be fought, oddly enough, with the help of pedagogical means. Moreover, it is necessary to develop an effective counteraction to modern attempts to completely erase the history of the entire world civilization and its achievements.12 The above circumstances are significant prerequisites for studying the problem of the pedagogical culture of a future officer of the RF Armed Forces as an essential component of his professionalism in modern conditions in the context of all kinds of challenges of the 21st century.

The military environment, obviously, has its own characteristics, so it would be appropriate to use an environmental approach pedagogical activity cadets. For this approach, one of distinguishing features is the implementation of training in the so-called "extreme" conditions.13 Specificity lies in the fact that special knowledge, skills and abilities should have a reference to extreme situations associated with danger and with training not only the physical aspects of the future military, but also psychological ones.

9 Marcuse G. One-dimensional man. Study of the ideology of the Advanced Industrial Society. M., 1994. S. 368.

11 Lyotard J.F. "Postmodern destiny". Moscow, 1979, p.7.

12 Fukuyama F. The End of History and the Last Man. M: AST Publishing House LLC, 2004.

13 Evstifeev A.V. Historical aspects of the implementation of the environmental approach in pedagogical science // Bulletin of the Military University. 2010. No. 3 (23). pp. 31–34.

The object of the study is the pedagogical base of the future officer of the Armed Forces of the Russian Federation as an obligatory component of his education and professionalism in the context of information and value aggressions of the 21st century directed against Russia and its culture.

The subject of the study is the prospects for progress in the pedagogical training of a future officer of the RF Armed Forces for its application to information-value challenges and aggressions of the 21st century and the education of subordinates from among the personnel in the conditions of training military personnel by a military educational institution.

The purpose of the study is to identify the prospects for the development and standardization of the pedagogical culture of the future officer of the Armed Forces of the Russian Federation in order to be ready to withstand the information and value challenges and aggressions of the 21st century from the standpoint of an environmental approach to education in the cultural and educational environment of a modern military university.

Research tasks

· To carry out a foresight of the process of educating the pedagogical culture of future officers of the RF Armed Forces in the context of the information and value challenges of the 21st century and aggression against Russia, its cultural sovereignty, traditional identity and moral and value orientations of its servicemen.

· To carry out an analysis of the identity of the modern pedagogical culture of officers of the Armed Forces of the Russian Federation with the current formal pedagogical practices of the mental and value transformation of the traditional identity of the world and Russian society.

To identify the prospects and possibilities of an environmental approach to the development of the pedagogical culture of a future officer of the RF Armed Forces in the conditions of the cultural and educational environment of a modern military university, adequate to the current period of development of the global cultural and educational environment, its information and value challenges and all kinds of aggression against Russia, its cultural sovereignty, traditional identity and moral and value orientations of servicemen.

· To build a theoretical model corresponding to the modern era of the pedagogical culture of the future officer of the RF Armed Forces in the conditions of the cultural and educational environment of a military university from the standpoint of an environmental approach to education.

Methodological foundations of the study

1) The theory of the environmental approach to education (E.P. Belozertsev, Yu.S. Manuilov, V.V. Makarov, V.V., Sorokovykh, I.B. Stoyanovskaya, G.G. Sheek, I. Sulima and many other);

2) Civilizational approach to world history N.Ya. Danilevsky, his work and the work of his followers (O. Spengler, A. Toynbee, I.A. Ilyin, S. Huntington, I.B. Orlova, A.S. Panarin, V.V. Kozhinov);

3) Cultural-historical theory of L.S. Vygotsky and his work;

4) Environmental intentions in the works of L.I. Novikova and her students;

5) Contemporary politics and geopolitics;

6) Military pedagogy (Efremov O.Yu., Zuev Yu.F., Volodin V.);

7) Pedagogical intentions of Russian military leaders and generals (Potyomkin G.A., Rumyantsev P.A., Kutuzov M.I., Suvorov A.V., Peter I);

8) Classics of world and Russian military pedagogy (Grigoriev A.A., Kiselev V., Vorobyov I., Kostousov N.S., Kudryavtsev A.N., Pismensky A.);

9) Russian traditions of upbringing and education of pre-revolutionary officers (I.I. Betskoy P.F., Kapterev, A.F. Lazursky, N.I. Pirogov, K.D. Ushinsky, L.N. Tolstoy, P.F., Lesgaft ), Soviet (A.G. Kalashnikov, N.V. Krupenina, V.N. Shulgin) and post-Soviet periods (Yu.S. Manuilov, Yu.V. Gromyko, V.A. Yasvin. Yu.S. Pesotsky) ;

10) Traditional and innovative paradigms of education of military-pedagogical culture among future officers.

An important feature of the environmental approach, corresponding to the goals and objectives of the study, is the fact that it obliges to take into account in the educational process and its organization the opposition to the majority of aggressive intentions.

The educational capacity of the environment began to be taken into account already in primitive society. The main specific feature was the possibility of accumulating experience about the environment and its transfer. Gradually there was a transition from adaptation to the use of the environment for their own purposes.

In Antiquity, the Greeks called the personality of a person a microcosm: enough attention was paid to the mutual existence of a person and the surrounding world. The main principle of educational institutions (Lyceum, Academy, Epicurus school, portico) was the principle of harmony: a combination of nature and man-made objects. AT ancient era for the first time, very successful attempts were made to substantiate the role of the environment in the development of the personality, which, however, were not accepted by modern science.

During the Christian Middle Ages, the human world around was built on minimalism in Everyday life and, on the other hand, the majesty of the temples. This opposition was supposed to bring up obedience, humility and discipline in a person. In monastic schools, the environment was based on strict rules, regulations and punishments: the student was practically impersonal.

The study of the environment and education were carried out by English materialists and French enlighteners: in the 19th century, much more attention was paid to this sociocultural phenomenon. In the 20th century, the ideology of education in the USSR was developed by the leaders of the People's Commissariat of Education, who paid more attention to the organization of the surrounding reality. Particular attention was paid to the concept of "environment" after the decision of the Central Committee of the All-Union Communist Party of Bolsheviks "On pedological perversions in the system of the People's Commissariat of Education" dated June 4, 1936. The ideology of the Stalinist period was oriented, first of all, to authoritarianism and clear standards in education. thaw” there was a proper atmosphere for the emergence of innovative ideas. Researchers began to pay attention to the environment from the point of view of the social masses. Many concepts and typologies began to emerge. Already in the 2000s, there was a natural transition to a student-centered approach. Yu.S. Manuilov notes the increasing importance of the environment and the individual. He interprets the environmental approach as the relationship of man to the environment and the environment to man.15 Regardless of the fact that there is a large number of studies of the environmental approach, at the present stage this phenomenon requires clarification and clarification, not to mention studies of the internal environment of military universities. At all stages historical development thoughts, the environment were considered as the most important factor in the development of the individual, without which the adequate development of the individual in the team cannot be carried out.

Within the framework of the cultural and educational environment of a military university, the following methods of education are appropriate and can be implemented in the form of a model for the development of the pedagogical culture of a future officer from the standpoint of an environmental approach to education:

1. At the beginning important influence can be rendered to cadets through formal methods. Here we are dealing with the educational and methodological part, which will combine both theory and practice. The theoretical work should cover both general education subjects and special ones, for example, military translation, military art, tactics, etc. Subsequently, it is required to develop special manuals for compulsory general subjects, but with the inclusion of military topics in them. However, here we are not talking about complete immersion only in military topics (military literature, tasks in mathematics and physics exclusively on military theme), but that there were, among other things, specially designed training materials that would in-depth study general education subjects. Practical formal education includes both internal and external activities: internal sports and military training, public events, the study and management of military transport; external exercises include joint exercises of military universities and official events of the command.

2. The informal method of education includes internal and external activities, such as: watching movies, going to the theater, inviting the military and various famous personalities to the university. An important stage in the organization of education should be self-development: additional circles, master classes, sections, trips to the library and computer class.

The solution to this problem can be an addition to the existing curriculum subjects and practical exercises that introduce future military personnel to the course of the features of the modern ethical context, as well as teaching them how to criticize the global situation in the world in order to use them when working with personnel. One of the outcomes of these studies should be the birth of an anti-globalist ideology, which will simultaneously become the ideology of Russian civilizational identity, the cultural and educational environment, and the ideology of the military-pedagogical training of officers. Thus, a theoretical model of educating pedagogical culture among future officers of the Russian army in the conditions of training at a military university will be built. In this model, both modern analogues of the political information of the Soviet period and a fairly clearly built system of values ​​will find a place - the moral code of Russian officers, which is alternative in content to the code of the builder of communism and values mass culture, but similar in pedagogical orientation and manufacturability.

14 Lakin I.E. Reader on the history of pedagogy M.: graduate School, 1971. 608 p.

15 Manuilov Yu.S. Environmental approach in education: dis. Dr. ped. Sciences. M., 1997. P.34.

Thus, the prospects for the progress of the pedagogical culture of the future officer of the Armed Forces of the Russian Federation were identified, corresponding to his modern professional military and pedagogical tasks in the context of information and value challenges and aggressions of the 21st century against the Russian Federation and its cultural identity from the standpoint of an environmental approach to education in the conditions of cultural and cultural educational environment of a military university. A comprehensive review, as well as an analysis of historical approaches to education, in general, and to the development of the pedagogical culture of future officers, in particular, has been carried out. Analysis of the features of the environmental approach to education, firstly, as the most necessary in modern pedagogy, and secondly, as more appropriate both for the goals of the study and for the environmental nature of the education process in military educational institutions. The paper reveals valuable options and opportunities for an environmental approach to education for the upbringing and development of a future officer's pedagogical culture adequate to the current period and its challenges.

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13. Lyotard J.F. "Postmodern destiny". Moscow, 1979.

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2. The federal law of December 29, 2012 No. 273-FZ "About education in the Russian Federation" (2013), publishing house "Normatika", Novosibirsk.

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Contact Information: [email protected]

The article was received by the editors on October 26, 2014.

SELF-EDUCATION OF CADETS IN THE EDUCATIONAL ENVIRONMENT OF A MILITARY UNIVERSITY: PROBLEMS AND WAYS OF THEIR SOLUTION

Lyudmila Nikolaevna Berezhnova, Doctor of Pedagogical Sciences, Professor, Maxim Mikhailovich Gupalov, Candidate of Pedagogical Sciences, St. Petersburg Military Institute of Internal Troops of the Ministry of Internal Affairs of Russia

(SPVI VV MIA RF)

annotation

The article reveals the objective reasons for the need for self-education during the period of obtaining professional education. Attention is focused on the concept of the educational environment as a specific form of pedagogical practice aimed at organizing conditions that support human development and provide an opportunity to solve important problems. educational goals. The conditions for self-education of cadets in the educational environment of a military university contribute to the implementation of the function of pedagogical support.

Key words: self-education, educational environment of a military university, system analysis, negative factors for self-education.

DOI: 10.5930/issn.1994-4683.2014.10.116.p181-185

SELF-EDUCATION OF THE STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF THE MILITARY INSTITUTIONS OF HIGHER EDUCATION: PROBLEMS AND

WAYS OF THEIR SOLUTION

Lyudmila Nikolaevna Berezhnova, the doctor of pedagogical sciences, professor, Maxim Mikhailovich Gupalov, the candidate of pedagogical sciences, St. Petersburg Military Institute of Russian Interior Forces of Ministry of Internal Affairs

The article reveals the objective reasons for the necessity in self-education during the professional education. It focuses on the concept of the educational environment as a specific form of the pedagogical practices aimed at the organization of the conditions, supporting the human development, and providing the opportunities for solving the important educational tasks. The conditions of self-education of students in the educational environment of the military institution contribute to the implementation of the function of pedagogical support.

Keywords: self-education, educational environment of the military institution, systems analysis, negative factors for self-education.

Autonomous education is becoming a new direction in the individualization of education. Autonomous education is a real opportunity for students of any age, without compromising the quality of knowledge, to significantly reduce the time of learning, and also to continue it at any time, if necessary, to acquire new knowledge. This new trend is characterized by an increasing degree of independence of students, an increase in the importance of self-education.

The need for self-education is dictated by objective reasons:

The actualization of the problem of human education is due to political, sociocultural and demographic changes in the world, which exacerbate the central problem - the problem of the demand for new knowledge for the survival and active life of a person;

In the context of a sharp increase in the flow of information and expansion of contacts between people, additional, deeper subject and general background knowledge is required in order to navigate well in a rapidly changing world and respond appropriately to changes;

The society requires highly qualified competent specialists with constantly updated knowledge, able to withstand the conditions of fierce competition.

The immeasurably increased volume of knowledge contributes to a change in the entire technological base of various fields of activity, the beginning of a new stage in the history of world civilization - the development of the information society. An information society is a society that provides easy and free access to information around the world, where the main subject of labor for most people is information and knowledge, and the tool of labor is information and communication technologies. In view of the fact that the main activity of members of the information society is working with information, self-education in it acquires the status of a leading activity.

One of the most important features of the information society is to establish new form social relations, the essence of which lies in the need for people to "think together and act together." This new phenomenon is called "Collective intelligence", which is understood as a system that unites people with information links, thanks to which they become accessible general knowledge, and models and technologies of self-education have characteristic features.

In the information society, models of self-education acquire the status of autonomous education (external study, distance learning), in which training, interactive, information-communicative and information-computer technologies of self-education predominate. However, their content is far from specific pedagogical goals. These technologies are related to education in that they are used only to the extent that they achieve pedagogical goals, but not as an end in itself. Regardless of the scope, these are technologies for collecting, processing, storing, distributing, displaying and using information. For the education system, pedagogical technologies of autonomous learning by means of information and communication technologies with special methods of their application and support are important. individual trajectory student's achievements.

Independent work and self-education are applicable in any educational environment and within any educational institution. Self-learning can be addressed at any level of education and regardless of the age category of students. This position allows you to search for a solution to the problem of self-education of cadets in the educational environment of a military university. The educational environment of a military university has a qualitative difference from other environments and is "... a complex of socio-pedagogical circumstances, conditions, personnel, material, technical, educational and methodological support, the existence of rules, traditions, values, corporate norms, the state of moral and psychological climate, relationships that have a direct or indirect impact on the development of the cadet's personality, on his entry into the military corporate culture as a result of solving the problems of life, education and self-education.

In our works, the concept of the educational environment has been clarified, taking into account the fact that the educational environment has relative boundaries (educational institution, district, region, etc.). We proceeded from the fact that the educational environment is a functional and spatial association of subjects of educational activity with their inner world and immediate environment. significant people, material and natural conditions between which organizational links are established. The educational environment is a specific form of pedagogical practice aimed at

organization of conditions that support the development of a person, in which he is provided with opportunities to solve important problems of his life (for example, self-realization in a specific activity) and educational tasks that allow a Person to know the World and himself in the World. Certain conditions at the same time implement the modern social function education - a function of pedagogical support for human development. The strategies of interdisciplinarity in the educational environment of a military university are considered by the conditions of self-education of cadets.

The general approach to solving the problem of self-education of cadets of a military university can be represented as a recurring cycle of system analysis (decomposition, analysis and synthesis) (Figure 1). In the course of implementing decisions and plans, an assessment is made of the degree to which the problem of practice has been removed and an analysis of new opportunities for the educational environment is carried out. With such a representation of the cycle, it becomes obvious that the educational environment and a systematic analysis of its functioning in a military university is a means of solving the problem of self-education of cadets.

Problem Removal Evaluation - Practices

Fig.1. A repeating cycle of system analysis of the educational environment of a military university

The main contradiction indicates that the existing system of education in a military university does not meet modern requirements necessary to ensure the conditions for the design and inclusion of cadets in this activity, to increase the level of general humanitarian training of future officers. Work with projects should occupy a special place in the educational environment of a military university, allowing the cadet to acquire deeper knowledge that is not achieved with traditional teaching methods. This will be possible because the cadet will make his own choice and take the initiative. It is important to consider the work on the study of factors that limit the development of skills for independent work and the possibility of self-education of cadets in a military university. At the St. Petersburg Military Institute of the Internal Troops of the Ministry of Internal Affairs of Russia, three significant factors were identified that hinder the independent educational activities of cadets (Table 1).

To reduce the influence of the factor “Personal and social characteristics of the educational environment”, a differentiated and individual approaches in work with cadets when designing conditions for self-education.

In order to eliminate the factor "Limiting the possibilities of planning independent work by cadets", it is necessary to intensify pedagogical support in the educational environment of a military university.

The factor “Lack of technological forms of promoting self-education of cadets” indicates a separate problem of practice, which should be given special attention: the conditions of the educational environment of a military university should imply the presence of various sources of information for self-education.

Table 1

Characteristics of negative factors for self-education of cadets

in the educational environment of a military university

Factors Signs revealing factors

1. Personal and social features of the educational environment Inability and embarrassment to demonstrate one's knowledge. Lack of interest from the teacher in working with the cadet. Difficulties social interaction. Uncertainty of life plans.

2. Limitation of opportunities for planning independent work by cadets Lack of time for independent work. Heavy duty work load.

3. Lack of technological forms of promoting self-education of cadets. Limited access to various sources of information.

The indicated ways of eliminating the causes hindering the independent educational activities of cadets (or reducing their influence) determined the next step in the direction of improving individual work in circles of the military scientific society of cadets. A phased pedagogical support for self-education of cadets was developed in the logic of design and research work of cadets (Table 2).

table 2

Pedagogical support self-education of cadets_

Stages of activity of cadets Forms of support

Statement of the problem, choice of topic Lesson with the leaders of scientific circles

Promotion of ways to work on the project. Planning activities for the implementation of the project. Discussion and selection of possible forms of product presentation Lesson with leaders of scientific circles

Preparation of the product Collection of information Extracurricular independent work of cadets

Structuring the collected information Lesson with the leaders of scientific circles

Work on the creation of the final product from the collected information Independent work of cadets

Product design. Preparing a presentation Lesson with the leaders of scientific circles

Presentation. Self-assessment and self-analysis Conference, discussion

Reflection on the methods of self-education, acquired skills of self-education Discussion with the organizers of the project

Throughout the work on the projects, the teachers advised the cadets. Project development sessions were based on a combination of group and individual work. According to the results of a survey conducted among cadets who participated in testing pedagogical means of including them in project activities, everyone believes that this work is of great practical value for them and helps them in acquiring self-education skills. In fact, the decrease in the influence of factors that limit the self-education of cadets lies in the implementation by teachers of the functions of assistance and support in the educational environment of a military university.

LITERATURE

1. Berezhnova, L.N. Polyethnic educational environment: monograph / L.N. Berezhnova; Ros. state ped. un-t im. A.I. Herzen. - St. Petersburg. : Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2003. - 203 p.

2. Berezhnova, L.N. Interdisciplinarity strategies in a military university as a condition for self-education of cadets / L.N. Berezhnova, M.M. Gupalov, V.Yu. Novozhilov // Bulletin of the St. Petersburg University of the Ministry of Internal Affairs of Russia. - 2012. - V. 4. - No. 56. - S. 173-178.

3. Mezhuev, A.V. Formation of readiness for life activity in the educational environment of a military university of students of junior courses: Ph.D. dis. ... cand. ped. Sciences: 13.00.08 / Mezhuev Alexander Vladimirovich. - Astrakhan, 2008. - 22 p.

4. Human education in a multicultural society: an interdisciplinary study: monograph / ed. ed. prof. L.N. Berezhnova; Ros. state ped. un-t im. A.I. Herzen. - St. Petersburg. : Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2008. - 451 p.

1. Berezhnova, L.N. (2003), Multiethnic educational environment: monograph, publishing house of Herzen University, St. Petersburg.

2. Berezhnova, L.N., Gupalov M.M., Novozhilov, V.Yu. (2012), "Strategy of interdisciplinary in military higher education institution as a condition of self-education of cadets", Bulletin of the Ministry of Internal Affairs St. Petersburg university of Russia, Vol. 4, no. 56, pp. 173-178.

3. Mezhuyev, A.V. (2008), Formation of readiness for activity to the in education circle of the military of higher education institution of cadets of younger courses, dissertation, Astrakhan.

4 Ed. Berezhnova L.N. (2008), Education of the person in a polycultural society: interdisciplinary research: monograph, publishing house of Herzen University, St. Petersburg.

Contact Information: [email protected]

The article was received by the editors on October 28, 2014.

INTERRELATION OF MORALITY AND LEARNING MOTIVATION OF STUDENTS

Antonina Nikolaevna Brazhnikova, Candidate of Psychological Sciences, Associate Professor,

Bryansk State University named after academician I.G. Petrovsky (BSU named after I.G. Petrovsky)

annotation

As a result of theoretical and empirical research, it is shown that, as the highest instance of the psychological organization of human life and activity, it has a complex and multifaceted content, and the educational motivation of students, as an obligatory component of educational and professional activities, carries a certain moral content. The factor structure of the relationship between morality and educational motivation of students is established, the dominant factor of which is "morality".

Key words: morality, moral and psychological relations of personality, values, educational motivation, students.

DOI: 10.5930/issn.1994-4683.2014.10.116.p185-191

CORRELATION OF MORAL AND EDUCATIONAL MOTIVATION OF STUDENTS

Antonina Nikolaevna Brazhnikova, the candidate of psychological science, senior lecturer,

Bryansk State University

As a result of the theoretical and empirical research it has been shown that as the highest instance of the psychological organization of life and human activity has complex and multi-faceted content and learning motivation of the students as a compulsory component of teaching and professional activity carries certain moral content. The factor structure of correlation of morality and learning motivation of the students has been established, the dominant factor of it is "morality."

Keywords: morality, moral and psychological relationship of personality, values, learning motivation, students.

The moral crisis of modern society, accompanied by global socio-economic, political upheavals, the consequence of which is

UDC 37 s
BBK 74.58

The article considers the main problems of higher military education in Russia, analyzes the impact of the military reform on military education and determines the prospects for its development.

The military education system is an integral part military organization and the state as a whole. It largely determines how staffed with officers the Armed Forces of the Russian Federation are. The state of their professional level and quality of training significantly affect the combat readiness of the Armed Forces.

The functioning of the system of officer training, recruitment, legal regulation of the military service of this category of military personnel is significantly influenced by the changes that have taken place in society over the past fifteen years due to the collapse of the Union, the reduction in the number of the Armed Forces in connection with this, the transition of the country's economy to market relations and other events.

Higher military education has certain problems. They are complex intersectoral in nature and are caused by a number of reasons. For example, such as: imperfect current legislation, a significant reduction in the status of an officer, a reduction in the cost of maintaining military universities, a lack of proper coordination in the management of military education at the interdepartmental level, etc.

As a result, there is a decrease in the quality of officer training, which is largely due to changes in the socio-economic sphere of the entire state and the army in particular. Over the past decade, as a result of a reduction in federal budget spending on defense, no more than 30-50% of current needs were allocated to military universities. There was practically no funding for the development of informatization of universities, and the modernization of the educational and material base ceased.

Another no less acute problem is the growing shortage of officers in the troops, especially in primary positions. Military educational establishments unable to compensate for the annual loss of officers.

The discrepancy between the production of military education and the modern requirements of the Armed Forces of the Russian Federation and the needs of the individual made people talk about modernization, reforming the system of military education.

Improving the efficiency of the functioning of the military education system is classified by the Military Doctrine of the Russian Federation as one of the main directions in the development of the military organization of the state. Proceeding from this, the reform of military education is considered as one of the most important directions of the military reform being carried out in the country.

At the same time, military reform is a certain moment or stage of military construction, which is associated with radical changes in the external conditions for the army, most often geopolitical and domestic political; with the interests not only of military personnel, but of the whole society. .

As part of the ongoing military reform, military education is also undergoing a certain modernization. The Decree of the Government of the Russian Federation dated May 27, 2002 approved the Federal Program "Reforming the system of military education in the Russian Federation for the period up to 2010", the main goal of which is to optimize the structure and content of training military specialists for the upcoming official duties. It is proposed to solve the following tasks: the creation of organizational, legal and economic conditions for the full satisfaction of the needs of the Armed Forces and other troops in officers with the rational use of federal budget funds allocated for their training.

In October-December 2007, the author conducted a sociological survey of the teaching staff of universities that train officers for the Armed Forces of the Russian Federation. The survey involved 25 universities of the Volga-Ural, Moscow, Far Eastern military districts. Sample size - 385 respondents, including 30% of teachers, associate professors 6.3%, professors 2.5%, heads of cycle 11.6%, heads of educational units 5.6%, heads of departments 35.6%, heads of faculties and their deputies 3.8%. Of all the respondents, 39.2% are candidates of science, 4.6% are doctors of science. In addition, employees of the main committees of the Ministry of Defense of the Russian Federation, dealing with issues of military education, acted as experts.

The purpose of the survey is to study the ongoing reform of military education, so to speak, from the inside, through the eyes of the teaching staff.

There is no unified strategy in our state national security. The Armed Forces have lost their leading positions in ensuring national security, and pacifist ideas about the absence of a military threat to our country have become entrenched in the minds of society. If nobody needs it, then it cannot be prestigious. A certain percentage of graduates of military universities prefer service in the state security and law enforcement agencies, not only due to the large monetary allowance, the presence of informal opportunities, but also because of the higher social significance of these types of militarized service compared to service in the Armed Forces of the Russian Federation.

The existing regulatory and legal framework governing the functioning of the military education system has not been worked out, as 44% of respondents believe. Experts also note the insufficient development of the regulatory framework (opinion of 100% of respondents).

On the whole, during the period of the ongoing reform, the flow of funds to educational institutions that train officers actually increased in comparison with the period before 2003 (50% of respondents). Compared to the underfunding in the 1990s, there is a clear increase in funding, but it does not really meet the needs of universities, such as updating the material and technical base, purchasing new simulators, and purchasing new manuals and manuals.

The funds allocated for military education are still being used inefficiently (55% of respondents). Expert opinion is divided: 50% believe that the efficiency of the use of funds has not changed, and 50% found it difficult to answer. Table 1 shows the state of the material and technical base and the provision of universities with teaching aids.

Providing universities with modern equipment, literature and weapons is an expensive process and cannot be solved overnight, but continuing to train military specialists on an outdated material base, at a time when new equipment went into the troops, is not only ineffective, not interesting for trainees , but simply, to put it mildly, not far-sighted.

The Russian education system overcame economic difficulties with insufficient funding mainly due to the introduction of paid educational services to the population. The military education system could also solve some of its problems if it found alternative sources financing. Certain shifts in this direction are taking place. Thus, 53% of the respondents answered that their university provides paid educational services to the population. But the share of extra-budgetary revenues is not significant in comparison with state appropriations and cannot cover the costs of technical re-equipment of universities, the purchase of benefits, and so on. This source of income should be used to solve problems related to the motivation of teaching activities and the stimulation of scientific and methodological work. The possibility of independent earnings of military universities must be formalized in the form of a legal act, where it is indicated what types of paid activities a military university can be engaged in, so that this activity does not contradict modern legislation and national security issues. In addition, this type of activity will encourage the qualitative development of teaching methods, including the use of information technology.

The problem of training dual-purpose specialists in military universities has become more urgent. Now in military universities they issue a diploma, which indicates both a military specialty and a civilian one. If the profile of civil and military coincides, there are no special problems (32.5%). In some cases, there are not enough hours for civilian subjects (opinion of 21.8% of respondents). But in some cases, the training of specialists comes with a shortage of hours for military special subjects, as 49.6% of respondents answered. Thus, it turns out that the military education system recognizes the fact that its graduates will not be associated with the army all their lives, and trains within its walls specialists for civilian industries to the detriment of its own interests.

That is, it is rarely possible to actually train a dual-use specialist without prejudice to the military or civilian component. This means that if the training profiles do not match, the period of study should increase, which is not reflected in practice. And the term of study cannot be unlimited, besides, the cost of training in case of mismatch of profiles increases significantly, therefore, in many universities, the assignment of a civilian specialty is formal. This was done in a purely bureaucratic way, i. The Ministry of Defense has obtained from the Ministry of Education and Science the recognition of the all-Russian standard.

It turns out that the military education system recognizes the fact that its graduates will not be associated with the army all their lives, and trains within its walls specialists for civilian industries to the detriment of its own interests.

The main reason for the leakage of personnel from the Armed Forces of the Russian Federation is, according to the respondents, weak social guarantees (89%), lack of approval from the society (50%). At present, the main thing for military personnel is material well-being (69%), solving the problems of providing housing (50%). The weak social protection of all categories of military personnel from the state (59%) causes concern among the teaching staff.

A significant weakening of the influence of cultural values ​​and an insufficient material component in the motivation of an officer's service make the results of the activities of the military education system and public administration in this branch of education generally not effective enough.

Summing up the ongoing reform of the military education system, it can be argued that a significant part of graduates of military universities and officers still do not want to link their fate with the army for life. There is a flow of personnel to those areas of activity where not only the pay is better, but there is also respect from the society (FSB, Ministry of Internal Affairs, Ministry of Emergency Situations, etc.). That is, graduates of military universities are in demand in other ministries and departments, so it is inappropriate to talk about the complete inability of the military education system.

However, there are a number of serious problems. The technical re-equipment of higher education institutions that train officer cadres leaves much to be desired. The problem of using information technologies of education in the educational process is clearly highlighted.

The main problem lies in the absence of a clear policy for the construction of the Armed Forces of the Russian Federation and the definition of the place and significance of the military education system in it.

In addition, the cause of incomplete officer positions is the remaining low social and material level of all categories of servicemen. The teaching staff of higher education institutions, who train officer cadres, is also concerned about their social and material situation. The most qualified personnel continue to be "washed out" of the military education system. State measures aimed at strengthening and motivating the scientific and educational activities of the teaching staff are clearly not enough.

Literature

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The development of the higher military education: problems and perspectives

The article considers the main problems of the higher military education in Russia, the effect of the military reform on military education is analyzed and its development perspectives are defined.