Assessment of the Quality of Training Specialists for Law Enforcement Agencies: Integration of the Competency Model and Digital Learning Technologies

The subject of the study is the relevant practical problem of forming an objective evaluation system for the quality of training personnel for law enforcement agencies of the state based on the integration of a competency-based approach and digital educational technologies. Key contradictions between traditional methods of knowledge assessment and the requirements for real professional competencies at the current stage of societal development have been analyzed. A practice-oriented algorithm for integrating digital tools (simulators, training programs, data analysis systems, etc.) into assessment procedures has been presented. A model for comprehensive evaluation has been proposed that can link the stages of the educational process with specific digital solutions and competency measurement criteria. The result of the research is a "roadmap" for modernizing the assessment system for departmental educational organizations that train specialists for the law enforcement agencies of the state. The methodology is based on a systematic approach to analyzing the process of professional training for law enforcement personnel. The study combines theoretical analysis of pedagogical concepts with practice-oriented design of educational models. The main conclusions of the study are: the need to transform the assessment system; the transition from recording "residual knowledge" to assessing the ability to mobilize knowledge and skills in conditions as close as possible to operational situations; and the integration of digital technologies as a key factor. The advantages of educational analytics lie in the fact that the "digital portfolio" allows educators to track the dynamics of competency development in real-time, identify "weaknesses," and predict the results of final assessments. It is also proposed to implement a system for monitoring the professional adaptation of graduates from educational organizations through feedback from department heads (it is recommended to conduct surveys 0.5–1.5 years after daily service) to adjust educational programs. The authors substantiated and presented a step-by-step algorithm for implementing the new model.