Russian Federation
Russian Federation
UDK 37 Образование. Воспитание. Обучение. Организация досуга
GRNTI 14.35 Высшее профессиональное образование. Педагогика высшей профессиональной школы
OKSO 44.07.01 Образование и педагогические науки
BBK 745 Профессиональное и специальное образование
TBK 366 Высшее образование
BISAC EDU046000 Professional Development
The article pays attention to the fact that in scientific literature practice-oriented approaches to education are generally restricted to the research of only practice-oriented training and to the reflection of different aspects of development of professional knowledge, skills, experience and competences. At the same time gaining knowledge, skills and experience doesn’t guarantee the impeccable formation of person`s professional and moral sphere as there are a lot of fixed data of serious qualified crimes committing by people with higher education. On the basis of the analysis of scientific approaches to the term «education» and the research of normative legal acts in the sphere of education the author differs the concept of terms «professional training» and «professional education» and determines that professional training is just a part of professional education which has wider and higher goals that can be achieved through the strong linkage of professional training and professional upbringing. Besides, the author describes several levels of legislative background for the realization of practice-oriented higher education in the Ministry of Internal Affairs of Russia, defines the concept of the practice-oriented higher education realized in the Ministry of Internal Affairs of Russia, determines the place of this type of education in the general conception of staff training in the Ministry of Internal Affairs of Russia.
education, higher professional education, practice-oriented education, professional upbringing, staff training, educational organizations, the Ministry of Internal Affairs of Russia
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