Characteristics of the activities of the head of the educational program. Serfdom in the police

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IN modern conditions main professional educational program higher education is not just a strategic document that defines the features educational process, but also a multifunctional, multidimensional product. The management of such a program should be carried out by a specialist whose competence covers both the educational and business areas. In the article, the author made an attempt to describe the functional structure of the activities of such a specialist - the program manager. It is shown that the official positions that traditionally exist in Russian universities do not fully correspond to the desired set of functions, and the persons occupying them do not correspond to the required set of competencies. Management of the main professional educational program - a special kind professional activity, which should be reflected both in the nomenclature of positions and in the training programs for specialists of the relevant profile.

higher education

educational program

program management

supervisor educational program.

1. Ammosov I.N. Management of the educational program of the university in the context of the process approach // Modern tendencies in education and science: Sat. scientific tr. according to the materials of the International scientific-practical. conference: at 2 pm - Tambov, 2014. - S. 15-18.

2. Barylkina L.P. The educational program is a key document in the management of an educational organization // Global Scientific Potential. - Tambov, 2013. - No. 10 (31). - S. 198-200.

3. Blinov V.I. Teaching methodology in high school: textbook-practical. allowance / V.I. Blinov, V.G. Vinenko, I.S. Sergeev. - M. : Yurayt, 2013. - 315 p.

4. Goncharov S.A. Management of the innovative educational program and professional competencies of participants // Universum: Bulletin of Herzen University. - 2008. - No. 2. - S. 15-16.

5. Gromova L.A. New opportunities for quality management of educational programs / L.A. Gromova, S.Yu. Trapitsyn // Universum: Bulletin of Herzen University. - 2011. - No. 9. - P. 53-57.

6. Gromova L.A. Strategic tasks of managing educational programs based on third generation standards // Universum: Bulletin of Herzen University. –2010. - No. 9. - S. 17-19.

7. Zhichkin A.M. The method of using quality control tools in organizations of higher professional education // Higher education today. - M., 2014. - No. 1. - S. 19-25.

8. Navodnov V.G. If you entrust the “sommelier” with the assessment of the quality of education / V.G. Navodnov, G.N. Motova, T.V. Sarycheva // Accreditation in education. - 2011. - No. 2 (46). – P. 38-45.

9. Chandra M.Yu. Structural and functional characteristics of system monitoring in quality management of the main educational programs of the university [ Electronic resource] // Letters to Emission. Offline: electronic scientific journal. - 2012. - No. 3. - P. 1751. - URL: http://www.emissia.org/offline/2012/1751.htm (date of access: 05/23/2016).

Recently, there has been a noticeable surge in the interest of scientists and practitioners in issues related to educational programs of higher education. Certainly, this is not accidental. The introduction of the Federal State Educational Standards (FSES) of the third generation provides for a number of systemic changes in the work of the university with educational programs.

Firstly, in the new conditions, the educational program becomes the key document of any educational organization, aimed at solving strategic problems, meeting promising educational needs, implementing social educational order.

Secondly, in modern conditions educational organizations It is proposed to independently develop and approve the educational program. This leads to an inevitable increase in the quantitative and qualitative diversity of educational programs. different levels, type and profile. So, according to V.G. Navodnov, if in 1990 about 10,000 programs were trained in the Russian Federation, in 2012 this number exceeded 32,000. It is clear that this trend will only increase in the future.

Thirdly, the concept of reforming the university educational process, which is currently being implemented in our country, is based on the experience of leading foreign Western universities, where management is based precisely on educational programs.

Thus, in the context of the introduction of a new generation of Federal State Educational Standards, a set of interrelated requirements is imposed on educational programs of higher education. Most of these requirements are fundamentally new and sometimes "not grasped" by the minds of managers and teachers, and sometimes they come into conflict with the usual and convenient, but inefficient ways of organizing the educational activities of the university.

Openness and transparency- the central requirement, which to one degree or another determines all the others. Its essence is that the educational program of higher education becomes a socio-economic product, which should reflect the interests of all stakeholders. Of particular importance is the consideration of the expectations and needs of external entities - customers and beneficiaries of the higher education system, which include: the state as a social customer educational services for certain educational programs; employers as representatives of the sphere of labor in which the graduate will work; applicants as potential participants in the educational process; graduates as formed professionals. Obviously, representatives of the parental community should be added to this list.

Orientation to the requirements of the labor market - the requirement, which specifies the previous one, gives it a dominant vector. The orientation of educational programs to the labor market should be the primary and priority factor determining their purpose and content, relative to the orientation to the educational services market. It is the educational program (university, college, technical school) that acts essential tool conjugation of the sphere of education and the sphere of work.

adaptability- given by the new Federal State Educational Standards and others normative documents the requirement for annual updating of educational programs with the aim of continuous “tuning” to constantly changing external requirements.

Flexibility - the ability to adjust the terms depending on the needs of students, as well as the availability of a range of programs in universities of the same profile, but with different terms of study, including not only basic educational programs of higher education, but also additional professional programs.

Interdisciplinarity- the central requirement for the content of programs, the main content characteristic . Interdisciplinarity is also determined by the new content of the social order for the results of higher education. “Only interdisciplinary connections make it possible to achieve a new quality of personnel training,” notes S.A. Goncharov.

Networking faculties, departments, and other departments of the university acts as a direct mechanism that ensures the interdisciplinarity of programs at the stages of their development and implementation.

Participatory - the requirement of mandatory participation in the process of joint design of the program of all involved subjects - both representatives of customers (primarily employers) and direct executors (representatives of the relevant departments and faculties up to ordinary teachers), as well as students.

Diagnostics- the requirement according to which the program, firstly, must have clear quality criteria and, secondly, must be evaluated in accordance with these criteria from the point of view of all customers and interested parties. At the same time, the quality of the program should be assessed as whole product(not just element-by-element or "in intermediate steps").

The position that the educational program today must be considered precisely as “ product with which the university enters the market, and not just as a cumulative process of training and education ", in our opinion, is the most fundamental in terms of changes in managerial approaches. At the same time, the educational program should be considered as complex, multifunctional and multi-purpose a product that has several dimensions, namely: social product,"defining the mission of the university and indirectly influencing the values ​​of society as a whole"; economic product, which is focused on the needs of the labor market and serves as a tool for the economic development of the industry and / or region; marketing product with which the university enters the market of educational services; pedagogical product which involves the achievement of certain tasks related to the education, upbringing and development of the student's personality and therefore inevitably meets the ideas of one or another educational paradigm; management product ensuring the quality of the work of the university and its competitiveness.

It follows from the above that the management of a higher education program as a multidimensional product is a complex scientific and practical task that requires analysis and adaptation of existing and development of new approaches and management technologies. The general context for solving this problem is set by the high (and at the same time ever-increasing) dynamics of technical and technological and broader socio-economic changes, the general trends of globalization, informatization, the formation, development and death of the next technological structures. It requires continuous revising the structure, content and technologies for implementing educational programs of the university, taking into account the constantly changing requirements of the state, employers, students, as well as taking into account updated forecasts of socio-cultural and economic development and the labor market.

Our analysis of the works of modern researchers (I.N. Ammosov, L.P. Barylkina, L.A. Gromova and S.Yu. Trapitsyn, M.Yu. Chandra) shows that the authors, as a rule, focus on those or other aspects of managing the educational program of the university, for example: managing the development and implementation of the educational process (educational content) within the framework of the educational program; managing a team of developers and executors of the program; program quality management, etc. At the same time, certain aspects inevitably remain outside the scope of consideration.

Claiming not so much for consistency as for completeness, we propose the following functional structure activities of a specialist in managing the educational program of the university.

1. At the stage of program formation:

1.1. continuous monitoring of the expectations and needs of customers and all stakeholders;

1.2. analysis and assessment of identified needs;

1.3. launching a program development project - creating a management system (“creating a project management structure, distributing roles and functional duties, the beginning of work on management support and support for the development of the program ");

1.4. formation of a “large” team of developers and program executors (organization of working groups, distribution of responsibilities between groups and in groups, training, provision, motivation for action);

1.5. designing an educational program: defining the concept of the program (mission, goals, objectives); building a competency model of a graduate; alignment of processes within the program; development of a system of assessment tools, the content of education, educational technologies; designing the conditions for the implementation of the educational program, taking into account the available resources (if necessary, determining the required additional resources and their search (purchase), including " extra work with frames "); execution of the program in accordance with the requirements (development of a program passport, a program for the formation of competencies, a curriculum, curricula of disciplines and practices, etc.); development of educational and methodological complexes and other teaching aids that are necessary for the implementation of the program, but are not available;

1.6. primary (a priori) evaluation of the quality of the program in the form of internal and external expertise;

1.7. adjustment of the program based on the results of the examination;

1.8. licensing (in the absence of a license) the direction of training within which it is planned to implement the program;

1.9. determination (clarification) of the cost of training under the program.

2. At the stage of program implementation:

2.1. formation of a contingent of students (promotional events, pre-university training, career guidance, organization of recruitment / selection of applicants for training);

2.2. curriculum management (formation and implementation of individual curricula; interaction with employers and other partners on the implementation and adjustment of flexible curricula, incl. joint; annual update of curricula);

2.3. class schedule planning and schedule management (taking into account the modular work plan and individual educational routes of students);

2.4. distribution and calculation of the load of teachers, development of their individual plans;

2.5. organization of the educational process according to the program: "management of teams and project groups of teachers based on the common values ​​of the university and network interaction in the exchange of resources", coordination of the activities of various departments of the university; conducting classroom classes, practices, independent, educational and research work of students, all types of quality control of the formation of students' competencies;

2.6. management of the conditions for organizing the educational process (including planning and organization educational process and research work of students, determination, together with partner-employers, of practice bases and distribution of students among them, etc.);

2.7. employment of graduates and their post-educational support;

2.8. optimization of program implementation costs.

3. In the process of quality control of the program:

3.1. "research support of the program" in order to improve it;

3.2. creation of a system of continuous (internal) monitoring of the activities of all participants in the educational process, which implements the function of monitoring the achievement of the goals of the educational program "at all stages life cycle <программы>- from its design to disposal”;

3.3. external evaluation of the program with the participation of various stakeholders (state - state accreditation, professional community - professional public accreditation, international community - international accreditation, etc.);

3.4. organization independent evaluation graduate qualifications;

3.5. adjustment of the program based on the results of the implemented procedures for assessing its quality.

So, who should manage the educational program of higher education? Whose responsibilities should include the implementation of the above professional functions, many of which are multi-component?

It is obvious to us that the distribution of these responsibilities among a group of different officials is inefficient, since it is associated with the "blurring of responsibility." This position is supported by other researchers. So, A.M. Zhichkin directly points out that "educational programs should have an "owner" or owner who would be not only the author of the corresponding program, but also the organizer of its implementation" - thus, both the development and implementation of the program (including quality assessment) should be concentrated in the hands of one and the same person. L.A. Gromova calls this face head of the educational program, explaining that this person “becomes a key figure in the faculty and is responsible for recruiting for the program and employment of graduates, for shaping the content of the program and providing it with teachers” .

The main feature of the activity head of the educational program is that it combines the "classical" functions of a specialist educational sphere with the functions of a business manager, a team management specialist (in fact, an HR manager), as well as a project management specialist. All this imposes certain requirements on his professional competence. As a specialist in the educational field, he should be competent in the following areas: career guidance and recruitment; designing the results, content and conditions of education; organization of the educational process; assessment of the quality of education; assistance professional development and employment of students and graduates. As a business specialist, he must combine the individual competencies of a marketer, a commercial product developer, a seller (sales manager), an advertising specialist, a budget manager (essentially, financial director) and etc.

In practice, the problem of who should be appointed as the head of the higher education program has several solutions.

1. Can teacher be a program manager? Probably, in some cases, yes, but at least two conditions must be met. First, his qualifications and work experience should enable him to successfully implement all the functions necessary to manage the program. Secondly, this option is possible if we are talking about a short program - for example, a vocational training or advanced training program implemented on the basis of a university.

We can observe similar examples in the practice of independent business coaches who develop their own courses, determine their commercial value, advertise them themselves and recruit study groups, conduct classes themselves and evaluate the quality of their work.

However, in relation to long and resource-intensive higher education programs, such a solution is unacceptable.

1. Can university rector to be the head of the educational program? In terms of the sum of their competencies, yes, of course (we are talking, of course, about an effective rector). Moreover, there are quite obvious similarities between the activities of the rector and the activities of the head of the educational program; the last of them can even, without much exaggeration, be called a "rector in miniature." The only problem is that the rector's general responsibilities (including solving the whole mass of "burning" problems and taking into account constantly arising force majeure circumstances) are so wide, and his time is so limited that he is physically unable to take on the duties of the head of educational programs. capable.

But still this decision also has the right to exist - in the conditions of a very small university that implements only one or two educational programs. There are also such universities in our country, and some of them work very effectively. In this case, the very concept of “leadership of a university” turns out to be essentially identical to the concept of “leadership of an educational program”.

1. Can the head of the educational program be department head? Not only can, but - in practice - in many cases it is. Moreover, in a number of Russian universities that are implementing a program management model (for example, in the Far East federal university), "recognized that of all the models of interaction between the head of the educational program and the head of the department, the most successful was the form when both of these subjects are the same person" .

It should be clarified that a “less successful” form of interaction is the appointment of an authoritative teacher (professor, associate professor) of the department as the head of the program, who does not occupy leadership positions in the formal structure of the department or faculty. In this case, instead of his productive interaction with the head of the department responsible for the implementation of this program, sometimes a struggle for power and access to the necessary resources unfolds.

At the same time, we assume that this “best form” is still not optimal, since its implementation is associated with at least three interrelated risks.

The first risk is a very likely contradiction between the professional mentality of the head of the department and the professional approaches that he needs to implement as a program manager. Heads of departments by their type, as a rule, are "subject specialists" or "problems", while "designers" are needed to manage programs. In other words, we need specialists who understand the logic of working with product throughout the full life cycle of the project (need definition - product development - product implementation). It is this logic that is embedded, for example, in the modern standards of engineering education CDIO, which came to us from Western experience.

Most foreign countries The “substantial” and “market” components in the development and implementation of university educational programs are organically combined, while in Russia the situation is still largely the opposite. The head of the department traditionally supervises exclusively the substantive part (the development of the content of courses based on the principle of scientific character and their maintenance), and therefore inevitably has a corresponding professional limitation. L.A. speaks about one of the aspects of such limitation. Gromova: “due to rapidly changing conditions, the labor market provides its requirements for university graduates, which program managers are often unaware of» ( italics ours - N.B.). There is also an opposite example - this is the well-known image of a "universal manager", a specialist in effective budget management, who does not own (and does not consider it necessary to own) the content of the educational program.

The second risk is the monopoly of personal power, the fullness of which is concentrated in the hands of the head of the department. In this situation, too much turns out to depend on the personal position and personal qualities this key figure, as well as from her personal relationship with the higher management (the rector). The formal, and often real authority of the head of the department in the scientific and educational community inevitably contributes to the development of "vertical", authoritarian approaches to program management that are contrary to the ideas of participation and healthy competition. At the same time, program management is effective only if it “involves not only management decisions“from above”, but also the business activity and professional responsibility of all.

The third risk is that instead of the desired interdisciplinary program, most likely, a “monocathedral” one will be created and implemented. Quite objective economic interest the head of the department - not to share resources with other departments, but to provide the entire program with the department's own resources. Whereas, on the contrary, in the process of developing and implementing modern educational programs, “hard boundaries of departments, faculties, structural divisions must be overcome in solving a common problem” .

Of course, to the question “Who exactly should be the head of the educational program?”, in addition to the three indicated answers (teacher, rector, head of the department), other options are possible. For example, the appointment of the very same " effective managers” with an economic education and specific, narrow targets for increasing economic efficiency. However, in our opinion, the most correct answer to the question posed is as follows: a special, specially trained specialist in the management of educational programs is needed. With all the necessary attributes, including a separate professional standard and related training programs. Natural questions about from whom, where And How to train such a specialist, we propose to consider in another article.

Bibliographic link

Pesotsky Yu.S., Baranova N.V. WHO SHOULD MANAGE THE EDUCATIONAL PROGRAM OF THE UNIVERSITY? (FORMULATION OF THE PROBLEM) // Contemporary Issues science and education. - 2016. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=25154 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History" Such a story is very common throughout the Ministry of Internal Affairs, in order to hide the "turnover" of personnel, the bosses are doing everything to dismiss the employee under a negative article, thereby covering themselves from bad questions about the "turnover", but he fired him under the article and sleeps peacefully.

"I, the Deputy Chief of Police (for the PLO) of the Department of the Ministry of Internal Affairs of Russia for the Novogireevo district of Moscow, police captain Filippenko Igor Vasilievich, for health reasons, decided to resign from the internal affairs bodies, wrote a report, and on May 29, 2017 registered him in the office of the Internal Affairs Directorate for the Eastern Administrative District, and went on sick leave.

After some time, about three weeks, Masalygin A.A., assistant head of the OMVD, called me and asked if I was still on sick leave? To which I answered yes, to my question, what about my dismissal, he said that he knew nothing.

After that, about 3 days later, a specialist from the personnel inspection of the Internal Affairs Directorate called me and said that an internal check was scheduled for me, and that I needed to give an explanation, to which I replied that, according to the law, I can not give an explanation while on sick leave .

On June 20, 2017, I did not receive my salary, on this occasion I tried to find out in the OK Department of Internal Affairs why? To which he received no answer. Again, it is forbidden by law to suspend an employee's wages while he is on sick leave.

This was just the beginning of the lawlessness that is going on around my desire to quit the police department. Wage Came only July 7, 2017. During my sick leave, I repeatedly confirmed verbally, and also confirmed in writing by mail, my unwillingness to continue serving in the police department, in accordance with the law.

The first time I came to the head of the OK ATC for the Eastern Administrative District, Colonel of the Internal Service Samokhvalov V.V. June 30, 2017, while still on sick leave. When asked about my dismissal, he could not give me any answer, and in every possible way left him.

And without hearing an answer about my dismissal, I left. I was on sick leave until August 14, 2017 inclusive.

On August 15, 2017, I again came to the Internal Affairs Directorate for the Eastern Administrative District to V.V. Samokhvalov to find out about my dismissal, why there is still no order to dismiss, what kind of internal check in relation to me, which was allegedly appointed during my sick leave, although I did not receive official documents at the place of residence?

Samokhvalov V.V. again, he could not explain or explain anything to me, saying only the same thing that he always said, that an official check was appointed against me and that I should first be given an explanation. And then only he will decide on my dismissal.

I went to the personnel inspection of the Internal Affairs Directorate to familiarize myself with the materials of the internal audit. After reviewing the material, I said that I had 2 days on order No. 161 of the Ministry of Internal Affairs to give an explanation.

After that, I again went to the Internal Affairs Directorate for the Eastern Administrative District to see V.V. Samokhvalov, from whom I wanted to find out where my original report for dismissal was located at the initiative of the employee, who for some reason was not in the internal audit materials, what resolution was on it, and yet why I was not fired 30 days after my desire to be fired at the initiative of the employee.

Having arrived again at the Internal Affairs Directorate for the Eastern Administrative District, to the head of the OK of the Internal Affairs Directorate, to the colonel of the internal service Samokhvalov V.V. with these questions, he began to say that he could not show my report, since he was allegedly in the office of the Internal Affairs Directorate and there was no access to it, which is complete absurdity, when asked what kind of service check that was appointed during my sick leave, he I couldn’t explain either, I said that I was not a slave, and this is my full right, enshrined in the Constitution, whether I want to work or not.

It turns out this complete lawlessness and lawlessness, when the employee himself wants to quit, and he is prevented in every way from doing this, inventing all sorts of tricks to prevent the employee from doing what he wants according to the law.

Samokhvalov V.V. began to force me to work in every possible way, and said that I should be at work now, although I was already at work, but apparently the ranks of the work of the Department of Internal Affairs and the Department of Internal Affairs are different, to which I again told him that I was not going to work in Department of Internal Affairs for the Eastern Administrative District, and you should have fired me a long time ago, upon leaving the hospital, provide an order for dismissal, issue work book, military ID, and calculate. But this was not done."

"I, Antonov Artem Vladimirovich, a policeman of the commandant group of the Russian Department of the Ministry of Internal Affairs for the Marfino district of the Internal Affairs Directorate for the North-East Administrative District of Moscow, cannot retire on a seniority pension from April 21, 2017!

I received an answer to my report that "A decision was made to dismiss from the Department of Internal Affairs after holding the FIFA Federation Cup 2017." The answer was signed by the head of the Department of Internal Affairs, police lieutenant colonel Kostyuk Andrey Vladimirovich.

What is most interesting is that the answer was registered on May 23, 2017, and the envelope with the answer was sent to the mail on June 17, 2017, and on July 8 I received a response in my mail.

After that, the assistant chief of the DMIA, military lieutenant colonel Karnaikh Dmitry Valeryevich, had a conversation with me on the topic of me working for another month. I, unfortunately, agreed.

I had a non-vacation leave for the length of service (15 days) and I was told that after it I would be fired. From August 2 to August 16, I spent my vacation, but they didn’t fire me again, saying that I needed to work for another month and then I would be fired.

Complete chaos!"

About the community policing group

Intermunicipal Department of the Ministry of Internal Affairs of Russia "Kavalerovsky"

1. Main tasks

1. Collection and analysis of information on the state of the operational situation in in public places, including on the streets.

2. Based on the analysis of the operational situation, together with the heads of departments involved in ensuring law and order in public places, including on the streets, take part in the development of a plan for a single deployment.

3. Keep records of the results of the work of the units of the patrol and guard service of the police of the Ministry of Internal Affairs of Russia "Kavalerovsky", in order to achieve positive results of work established by the system for evaluating the activities of the internal affairs bodies Russian Federation.

4. Prepare information, analytical and reference materials on the effectiveness of the work of patrol and guard units for the protection of public order and ensuring public safety, the results of the integrated use of forces and means involved in the system of a single deployment.

2. Functions

1. Participate in the organization and control of the performance of service orders, the rational use of complex forces and means involved in the plan for a single deployment.

2. On behalf of the leadership of the Ministry of Internal Affairs, take part in the conduct of internal checks on crimes committed in public places in the area of ​​​​responsibility of the detachments of the integrated forces during the period of service and undisclosed by them, in order to establish the reasons and conditions for its commission, develop proposals for the placement of detachments of the integrated forces for their warnings, assessments of work orders.

3. Participate in the organization of the work of units for the protection of public order during the preparation and holding of festive, political and other events.

4. To take part in the planned activities for the protection of public order.

5. Provide, together with representatives of the executive authorities of the constituent entities of the Russian Federation, bodies local government and organizers of meetings, rallies, demonstrations, marches and other public events, the security of citizens and public order.

6. To analyze and predict the state of crime in public places, including on the streets, to protect public order and ensure public safety, develop on their basis measures to strengthen law and order, and make proposals to the leadership of the Ministry of Internal Affairs to improve this work.

Question #1

The composition and structure of the police in the PLO.

In their activities, the departments of the teaching staff interact: traffic police, private security, linear police departments on railway, water and air transport, military units of the Internal Troops of the Ministry of Internal Affairs of Russia, etc.

Main tasks combat units of the teaching staff are:

Ensuring law and order on the streets, transport facilities and other public places;

Ensuring personal security, preventing and suppressing crimes and administrative offenses at patrol posts and routes;

Identification at posts, routes and detention of persons who have committed crimes and are hiding from investigation and court;

Assistance to criminal police units in the performance of their duties.

The combat units of the teaching staff perform the following functions:

Protection of life, health, rights and freedoms of citizens from criminal and other unlawful encroachments;

Providing assistance to citizens who have suffered from crimes, administrative offenses and accidents, as well as those who are in a helpless or other state that is dangerous to life and health;

Suppression and detention of persons who have committed crimes in hot pursuit;

Ensuring law and order in mass events;

Together with other divisions of the internal affairs bodies, taking urgent measures in case of emergency;

Interaction with citizens on PLO and OB issues;

Participation in accordance with the legislation of the Russian Federation in the conduct of counter-terrorist operations.

Question #2

Control over the organization and performance of service by the RPSP units

Control is carried out by conducting systematic checks of orders (at least once within two hours), during which the following is established:

1. Compliance with the deployment and use of personnel

2. Accuracy and efficiency in the management of orders, the timeliness of bringing to them information about changes in the operational situation.

3. Knowledge by the squads of the situation on the territory of the post, the route, the task being performed, the location of the posts and the boundaries of the routes of the nearest squads, ways of contacting them, as well as their rights and obligations.

4. The quality of the service of the units and their activity in the prevention and suppression of crimes and administrative offenses.

5. The level of interaction between the units of the PPSP, employees of other police units and public law enforcement formations, PSOs involved in the protection of public order on the streets, transport facilities and other public places.

6. Compliance with the orders of law and discipline.

7. The number of crimes and administrative offenses committed at the post, route and measures taken on them.

8. Correct execution and maintenance of official documents.

Checking the performance of duty by outfits can be public and hidden.

Topic No. 4 Organization of the work of the duty department of the Department of Internal Affairs.

Question #1

Purpose: The duty department is independent structural subdivision in the system of internal affairs bodies, which is called upon to manage and control the activities of services and apparatuses of various levels of government that are diverse in nature and functions in order to effectively solve problems in the field of protecting public order and combating crime. (i.e. the center: collection of operational information; response to reports of incidents and crimes; work with detainees and delivered and management of forces and means involved in the protection of public order.)

The duty departments of the Department of Internal Affairs decide the following tasks and provide:

Continuous round-the-clock collection, processing and transmission of information about the operational situation;

Reception, registration of applications and messages received by the duty unit, as well as timely response to them;

Continuous management by the forces and means of the internal affairs body, the immediate adoption of measures to solve crimes in "hot pursuit";

Urgent organization of actions to ensure public order, eliminate the consequences of natural disasters and other emergencies and incidents;

Organization of proceedings, including those with detainees and delivered;

Control, within the limits of its competence, over compliance with the established procedure for the maintenance and escort of detainees and persons taken into custody;

Acceptance and safekeeping of seized, voluntarily handed over, found weapons, ammunition, as well as items and things whose belonging has not been established;

Monitoring the state of security of the premises, the defense of the building of the internal affairs department and the territory adjacent to it, its fire safety and sanitary condition;

Transfer to subordinate internal affairs bodies of special signals on the introduction of readiness levels and notification of personnel on them.

Work organization: The tasks assigned to the duty part are performed by the duty shift, which includes:

- the head of the shift on duty, and in the police department, where staffing this position is not provided, assistant to the head of the duty unit - senior operational (operational) duty officer;

- 1-2 assistant operational duty officer;

- the duty officer for the analysis with delivered and detained.

In addition, the daily duty unit includes:

– investigative-operational group (SOG);

- Immediate Response Team (IRG);

- Detention group of the centralized security console (CCP) of the department of private security;

- drivers of service vehicles on duty.

Question #2

Order of reception, organization and reception of applications, messages

Question #3-4

When dealing with offenders delivered to the duty unit, the operational duty officer is obliged:

- find out the grounds and reason for the delivery, the availability of data on victims and witnesses;

- to establish the identity of the person delivered, his age, physical condition;

- accept a written report from the employee who delivered the offender, and when delivered by citizens - statements;

- draw up a protocol on the delivery of a person in accordance with the requirements of Article 27.2 of the Code of Administrative Offenses of the Russian Federation or make an appropriate entry in the protocol on administrative offense or in the protocol on administrative detention;

- register the fact of delivery in the register of persons delivered to the police department;

Not subject to delivery to the duty station:

- The President of the Russian Federation and the President of the Russian Federation, who has terminated the exercise of his powers;

– deputies (of various levels);

– a registered candidate for deputies of local self-government bodies;

- judges of the Constitutional Court of the Russian Federation, Supreme Court RF and federal judges;

- prosecutorial workers with class ranks;

– Chairman of the Accounts Chamber, Deputy Chairman of the Accounts Chamber and auditors of the Accounts Chamber of the Russian Federation;

– Commissioner for Human Rights in the Russian Federation;

– foreign citizens enjoying diplomatic immunity;

- Persons with injuries, bodily injuries dangerous to their life and health or whose condition causes concern (mentally ill).

If the delivered person has injuries, bodily injuries, or his mental state is in doubt, as well as in the event of a statement on his part about the deterioration of his health, inflicting bodily harm on himself, attempted suicide, the operational duty officer is obliged:

- call an ambulance medical care, before the arrival of which to begin providing first aid on their own, ensure constant monitoring of such a person and report the incident to the head of the internal affairs body;

- find out the causes and circumstances of injuries and bodily injuries by a person brought to the duty unit, reflect this in the protocol drawn up, receive an application from him, which is registered in the KUZiSP;

- to receive written explanations (reports) from eyewitnesses about the circumstances of the incident in the event that the detainee causes bodily harm to himself and attempted suicide in the premises of the internal affairs body. Report the incident to the head of the police department.

Question #5

After a decision is made to ensure public order, the stage of direct operational management of the activities of all service units involved in the PLO begins:

Preparation of forces and means for the fulfillment of assigned tasks, briefing of outfits;

Ensuring constant and stable communication with the duty unit and between units, ensuring timely exchange of information;

Organization of interaction, maneuver by forces and means involved in ensuring public order and security;

Control over the organization and performance of service by all outfits.

Question #2

Organization of crime detection "hot pursuit" The duty officer must:

To figure out:

data on the time, place and circumstances of the crime (incident),

about the signs of the persons who committed it,

on the condition of the victims

about eyewitnesses and the person who reported the crime (incident).

Register an application, a message.

Immediately organize a trip to the scene of the crime (incident):

Immediate Response Teams (IRGs),

criminal police officers

UUP serving this territory,

orders of PPSP, traffic police and private security,

Note:

1. Taking into account the nature of the crime, determine the composition of the SOG.

2. To ensure, if necessary, the participation in the inspection of the scene of the incident by specialists of the appropriate profile in the field of forensic medicine, ballistics, explosion and fire engineering and others, as well as the involvement of additional forces and means to solve the crime.

3. To include in the composition of the SOG employees of units for combating economic crimes when committing grave and especially grave crimes in the sphere of the economy and working out economic versions when committing murders for hire.

Report the crime (incident) to the head of the police department.

In case of confirmation of the authenticity, transfer the information to the duty unit of a higher internal affairs department.

Take action:

to ensure the protection of the crime scene (incident),

blocking possible escape routes of persons who committed a crime,

blocking their hiding places,

if necessary, notify other police departments:

about the crime committed

about the signs of criminals,

about stolen things and other circumstances,

to identify the dead, injured and delivered to medical institutions.

Maintain constant communication with the SOG, employees (heads) of the Department of Internal Affairs located at the scene.

Enter, at the direction of the head of the police department (in his absence, independently with a subsequent report to him) special plans for the detention of suspected persons.

Report the results to the head of the internal affairs department and to the duty unit of the higher internal affairs department.

Topic No. 5 Preparation and briefing of outfits for service.

Question number 1,2

Preparation and briefing RPSP orders are carried out in a specially equipped class - conducted by officials of the command staff of the RPSP units under the leadership of the head of the internal affairs department or his deputies with the obligatory participation of an operational duty officer (arrival 15 minutes before the start of the briefing, duration - 30 minutes)

The instructor must know:

1.operational environment

3. order and features of service on each route.

Employees joining the service must have:

1. Service ID.

2. Badge, badge.

3. Service book, route card, post.

4. Forms of reports.

5. Service firearms with two equipped magazines.

6. Holster with wipe and safety strap.

7. Special stick.

8. Handcuffs.

9. Whistle.

10. Wearable radio station.

11. Pocket electric flashlight.

Depending on the nature of the tasks performed, along with the RPSP, the following may additionally be issued:

Electroshock device, aerosol sprayer, handheld metal detector, binoculars, etc.

The instructor must:

1. Make sure that the personnel is ready for service, take measures to eliminate the identified shortcomings.

2. Check the knowledge of patrolmen and guards (of their rights and obligations, certain provisions of regulatory legal acts, etc.)

3. Bring the operational situation, set specific tasks for each side for the entire period of service, explain the procedure for shifting, communication and interaction.

4. Work out introductory tasks with the RPSP units, while analyzing the most typical tactical methods of service, including special conditions(surveillance, identification of criminals by subtle signs and signs, prevention and suppression of terrorist acts, group violations of public order, detention of armed criminals, and others).

6. Draw the attention of the PPSP to the need to comply with the law, attentive attitude towards citizens.

7. Answer the existing questions.