IDENTIFICATION AND ASSESSMENT OF CANDIDATES' APTITUDE FOR SCIENTIFIC ACTIVITY DURINGTHE SELECTION PROCESS FOR ADJUNCTIVE PROGRAMMES

Abstract

Background. The effectiveness of the functioning of Higher Military Educational Institutions (HMEIs), Military Educational Units of Higher Education Institutions, and Research Institutions within the system of the Ministry of Defence of Ukraine largely depends on the quality of training of scientific and scientific-pedagogical personnel, which is carried out primarily through adjuncture programmes at military higher educational institutions and research institutions. A key factor in this context is the selection of candidates for adjuncture studies. However, an analysis of the functioning of adjuncture programmes reveals a persistent negative trend, namely the discrepancy between the number of successful graduates and enrolment targets. A significant percentage of student dismissals during the course of study indicates the imperfection of the traditional administrative and qualification-based selection model, which does not take into account an officer's individual aptitude for specific scientific and research activities. In the study conducted by the authors, a comprehensive theoretical and technological model for identifying and assessing officers' aptitude for scientific activity during their selection for adjuncture programmes was developed and scientifically substantiated.
Methods. To accomplish this task, a set of scientific methods was employed: systemic analysis and generalization of the regulatory and legal framework as well as foreign experience in order to identify gaps in the domestic selection system; induction and deduction for the formation of the conceptual framework; and mathematical modelling for calculating the integral indicator with the determination of weighting coefficients for its components.
Results. It was proven that aptitude for scientific activity is a complex integral characteristic of an officer's personality. For the first time in military pedagogy, a three-dimensional criteria-based assessment matrix adapted to the specifics of military education was proposed. It includes: a motivational criterion, a cognitive criterion, and an activity-based criterion. Practical assessment tools were developed (an evaluation form, a structured questionnaire, and a mini research task format), enabling the quantitative measurement of qualitative indicators of a candidate's potential. A mathematical formula for calculating the integral indicator of aptitude manifestation using weighting coefficients was proposed, ensuring clear ranking of candidates into low, medium, and high potential levels. Conclusions. The implementation of the proposed psychometric approach into pedagogical practice minimizes subjectivity in the selection of officers and their admission to entrance examinations and will significantly reduce economic and reputational losses caused by the dismissal of unmotivated adjuncts.