Формування готовності майбутніх офіцерів національної гвардії України до професійної взаємодії з військовослужбовцями на засадах ґендерного підходу

Abstract

У статті описано модель методичного супроводу формування готовності майбутніх офіцерів Національної гвардії України до професійної взаємодії з військовослужбовцями на засадах гендерного підходу. Доведено, що процес інституалізації гендерної політики є унікальним у кожному вищому військовому навчальному закладі і він залежить від: рівня відповідності установчих та нормативних документів ЗВО законодавству України з питань забезпечення рівних прав та можливостей жінок і чоловіків; наявності у функціональних обов’язках персоналу ЗВО обов’язків щодо реалізації гендерної політики відповідно до специфіки функціональних обов’язків; ефективності системи протидії сексуальному та гендерно зумовленому насильству; ефективності системи контролю за якістю та повнотою реалізації гендерної політики у ЗВО; якості проведення гендерного аналізу.

The article describes a model of methodical support for the formation of the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel based on the principles of a gender approach. It was determined that methodical support for the formation of the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach is a purposeful, specially organized activity based on a scientific and gender-oriented approach, the purpose of which is to create the necessary conditions for the methodical growth of scientific and pedagogical workers and staff of a higher military educational institution in the process of forming the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach. It was determined that the main pedagogical conditions that affect the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach are: socio-pedagogical, innovative, organizational-pedagogical, educational-methodical, diagnostic and institutional-organizational. In our opinion, these pedagogical conditions should ensure the formation of the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach through educational and educational activities and through the institutionalization of gender policy in higher education institutions. The main forms of methodical support for the formation of cadets' readiness for professional interaction with military personnel on the basis of a gender approach at the level of the National Guard of Ukraine, a higher military educational institution, a faculty and a department have been determined. It is hypothesized that the problem of training future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach requires appropriate changes in the higher education system, and, above all, a transition from a gender-neutral to a gender-sensitive model of higher education. A model of formation of the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel based on the principles of a gender approach has been developed. The model is based on an acmeological approach, which reflects the orientation of the process of forming the readiness of future officers of the National Guard of Ukraine for professional interaction with servicemen on the basis of a gender approach to their professional development. It has been established that the professional development of future officers of the National Guard of Ukraine is carried out during the implementation of two main stages of training: the stage of general military training and the stage of special training. It was determined that the process of forming the readiness of future officers of the National Guard of Ukraine for professional interaction with military personnel on the basis of a gender approach depends on the level of integration of the gender approach in educational and educational activities and on the level of institutionalization of the state gender policy of Ukraine in a higher military educational institution. It has been proven that the process of institutionalizing gender policy is unique in each higher military educational institution and it depends on: the level of conformity of the founding and regulatory documents of the higher educational institution with the legislation of Ukraine on ensuring equal rights and opportunities for women and men; the presence in the functional duties of the VVNIZ staff of duties regarding the implementation of the gender policy in accordance with the specifics of the functional duties; the effectiveness of the system against sexual and gender-based violence; the effectiveness of the system of control over the quality and completeness of the implementation of the gender policy in VVNIZ; qualities of gender analysis. The main four directions for the gender audit of educational activities in VVNIZ have been determined: gender-oriented content; gender-oriented pedagogical activity; gender-oriented structures; the context in which gender-oriented ecosystems provide overview information about the state of implementation of the gender approach in educational programs. A form was created to determine the level of integration of the gender approach in the educational process of VVNIZ. The main tasks of the gender approach in the education of future officers of the National Guard of Ukraine have been established: implementation of the gender approach in all links of the educational and educational process; awareness of gender parity problems; mastering a certain amount of knowledge about prejudices against each gender and their awareness; softening of stereotypes regarding family, professional and social roles and correction of ideas about norms of masculinity/femininity; creation of conditions for the development of individual abilities of cadets for the purpose of self-realization of the individual; accumulation and formation of experience of egalitarian behavior. Attention is focused on the fact that the main means of implementing a gender approach in education is the inclusion of a gender component in the educational process and the use of a gender-oriented approach in the interaction of scientific and pedagogical workers, staff of VVNIZ and future officers of the National Guard of Ukraine.