The paper reports on the results of implementation of European Union (EU) Common Border Guards’ (BG) training standards in Ukraine and presents the outcomes of the conducted comparative analysis of the EU and Ukrainian BG training systems. The research is aimed at analyzing the level of the Ukrainian BGs interoperability according to the European BGs’ training standards, namely - the Common Core Curriculum (CCC) for BGs’ training elaborated by the national BG Authorities under supervision of FRONTEX Agency. The obtained results provide information on the current state of the CCC implementation in the Ukrainian BG Agency and outline solutions for further development of the EU BGs educational standards in Ukraine. The results of the study showed that Ukrainian BGs and their system of education and training correspond to the European professional requirements in this sphere and the Ukrainian BGs can participate in joint operations to protect different border sectors together with the counterparts from the EU Member States. The comparative analysis, which involved 24 educational departments of the Ukrainian BG Academy showed that the overall level of CCC implementation is 77,5%. Implementation process revealed the following advantages of using common European BG standards: common understanding between the BGs from different countries; harmonizing educational standards across Europe; developing job competencies; enhancing cooperation among BG Academies and units; promoting CCC for BG authorities. The results also showed challenges of this process, namely: there is still not full recognition by the decision makers; lack of the expertise regarding European educational standards implementation; not enough national multipliers; difference of the national education systems, short training period at the national BG Academies. The possible solutions for these issues were also outlined: organizing workshops to train the personnel, ensuring mutual support from other institutions; finding different sources to fund the implementation process; requesting other governmental bodies for assistance; training of involved personnel; senior management awareness raising; involving stakeholders for co-funding purposes.
The research reveals the peculiarities of the Distance Learning (DL) development in the framework of border guards training in the European Union (EU) countries. Theoretical and practical concepts, modern stage and peculiarities of border guards’ DL development were substantiated in the article. The special attention was paid to possibilities of educational web platforms, which are widely utilized in the training of personnel of the border guard agencies, namely: Web Platform Virtual Aula of the FRONTEX Agency; E-Net Web Platform of the CEPOL (The European Police College); EU Coast Guard Functions Training Portal (CGFTP); ILIAS Learning Platform of the EU Mission EUBAM (EU Border Assistance Mission to Moldova and Ukraine); Connect & Learn platform of the UNHCR (The Office of the United Nations High Commissioner for Refugees); Global eLearning Program of the UNODC (United Nations Office on Drugs and Crime). The authors have also conducted the comparative analysis of DL courses of educational platforms with border guard components in the EU countries, which showed that the platform with the biggest number of border guard-oriented courses is Virtual Aula platform of FRONTEX Agency. Suggestions and proposals on DL development and prospective directions based on the experience gained during DL introduction into the system of the border guards’ training system supported by the survey results are given in the conclusion of this article in order to facilitate the improvement of border guards’ DL systems in the EU countries. The prospects of the border guards’ DL system development are based on 5 key factors: aligning all DL training courses to the Sectoral Qualification Framework and Common Core Curricular for border guarding: unification of the skills and knowledge of European border guards; enhanced use of the Internet and social media; introduction of common educational web-platforms; organizing specialized training for the specialists in DL use and management, and developing common eLearning tools and programs.
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