THEORETICAL FOUNDATIONS FOR ASSESSING THE QUALITY OF MILITARY PROFESSIONAL TRAINING OF FINAL-YEAR CADETS OF MILITARY UNIVERSITIES

Abstract

The article outlines the theoretical and methodological foundations for assessing the quality of military‑professional training of cadets in the final years of military universities. Based on an analysis of the provisions of national military pedagogy, studies of the military‑professional training of officer personnel, and the competency‑based, activity‑based, contextual, and qualimetric approaches, the content of the concept under study has been clarified. The distinction between the quality of conditions, the quality of the educational process, the quality of training, and the graduate’s readiness for military‑professional activity has been substantiated. It has been shown that the results of ongoing monitoring, interim and state final assessments, compliance with standards, practical training, and military internship have independent diagnostic value, but they require integration into a unified assessment system. The authors conclude that the assessment of the quality of military‑professional training of graduates of military educational organizations has independent military‑pedagogical significance. A comprehensive assessment should indicate not only the overall level of training but also those aspects that require further improvement. This creates the basis for subsequently using the results of the final diagnostics when adjusting the training for subsequent courses.