COMPARATIVE ANALYSIS OF THE BORDER GUARDS’ DISTANCE LEARNING SYSTEMS IN THE EU COUNTRIES

Introduction. The article presents the results of a comparative and pedagogical analysis of the distance learning systems of border guards in the European Union (EU) countries. It made it possible to identify the main characteristics of distance learning of the personnel of border guard agencies in the EU countries, compare the features of the distance learning systems of border guards in the EU countries and Ukraine, and identify common and different approaches to its implementation. This made it possible to conclude that the national system of distance learning of border guards does not fully comply with the requirements of educational institutions of border guard agencies of EU countries. Methods. Practical and observational methods were used. Purpose. The purpose of the article is to conduct a comparative analysis of distance learning systems for border guard agencies in the EU and Ukraine with a view to its further implementation in the system of professional training of the State Border Guard Service of Ukraine. Results. Constructive analysis and implementation of the best experience of border guard agencies of EU countries will contribute to further development and harmonization of the system of professional training of the personnel of the State Border Guard Service of Ukraine with the requirements of European border guard educational institutions. The conducted comparative and pedagogical analysis of distance learning of the personnel of border guard agencies in the EU countries proved that its level in Ukraine does not fully meet modern international requirements. A further balanced analysis of the benefits and use of innovative ideas of border guard agencies of EU countries will contribute to the improvement of the system of distance learning of Ukrainian border guards. Originality. Accordingly, the professional training of the personnel of the State Border Guard Service of Ukraine in departmental educational institutions, and in particular, implementation of its distance learning technology in modern conditions, requires implementation of best practices in the field of distance learning, which requires further study in this sphere. Conclusion. The comparative analysis of distance learning systems for border guards of the EU countries allowed us to identify the main characteristics of distance learning for border guard personnel in the EU countries, to compare the features of distance learning systems for border guard specialists in the EU countries and Ukraine and to identify common and different approaches to its implementation. A comparative analysis of distance learning for border guard personnel in the EU countries has shown that its level in Ukraine does not fully meet modern international requirements, therefore, as part of further research, we consider it necessary to develop scientific and methodological recommendations for scientific and pedagogical staff of domestic educational institutions of the State Border Guard Service of Ukraine to implement the best European experience in the implementation of distance learning for border guard specialists in the EU countries.