Program for designing the professional competence of future border officers

The article touches upon the author's program of the professional competence modeling of the future border guard officers. The program consists of two blocks: the theoretical and practical one. The theoretical block outlines the range of psychological knowledge, skills and habits for self-improvement, self-regulation, self-education, psychological adaptation, organizational, communication skills, psycho-emotional, stress and psychological readiness for the professional development of the future border guard officers. The practical block promotes the development of the properties, traits, skills, habits, which help to design the proper level of professional competence of the future border guards and facilitate the effective fulfillment of their professional tasks. The structural-functional model of purposeful designing of the proper level of professional competence of the future border guard officers has been presented, which takes into account the functioning of the psychological mechanisms of problem-based learning (according to concept of Y. I. Mashbits): the feedback mechanism, mechanism of defining learning task (the learning influence), mechanism of dynamic functions' dispersion between the teacher (computer) and the cadet. The use of the developed program of modeling the professional competence of the future border guard officers on the basis of problem-based learning has facilitated the significant increase of the proportion of graduating officers who have been estimated "excellent" by the type of professional activity (the ability to organize operational and service activity, the ability to provide moral and psychological support) according to the feedback of their direct commanders by 12.36% (the ability to organize operational and service activity) and by 9.84% (the ability to provide moral and psychological support) and the decrease of the number of graduating officers who have been estimated "bad": the ability to organize operational activities - 2, 49% the ability to provide moral and psychological support - 7,97%.