Identification of problems of professional training of state civil servants on the basis of analysis of features of programs of additional professional education

Problem and purpose. The growth of geopolitical tension in modern conditions concerns all states of the world. The civil service, by definition, should identify, organise and implement all possible methods, ways and means for the development of the state as a whole, qualitative improvement of the state's position in the international arena. The complexity of the tasks to be solved, the variety of functions performed by the specialists of the state civil service, requires an understanding of the extent to which programmes for the training of state civil servants modern requirements and methodology of additional professional education, the priorities of the state civil service and the personal needs of students. Purpose of the study: to identify the problems of training of state civil servants in the process of implementation of programmes of additional professional education. Materials and methods. The research was based on the method of content analysis of VET educational programmes presented in the Federal Register of training for civil servants. 121 programmes of thirteen educational organisations were analysed with regard to priority areas. The data obtained in the course of the study were analysed using the following methods: intellectual analysis, cluster analysis, descriptive statistics, contextual analysis, graphical analysis. Results of the study. The study revealed the features of the implementation of additional professional education programmes in the civil service: in the period from 2021 to the first quarter of 2024, there was a trend towards an increase in the number of educational institutions submitting educational programmes to the federal register. 2024 there is a tendency to increase the number of educational institutions that submit educational programmes to the federal register. The formats of training are expanding. The analysis of the subject matter of programmes has shown their imbalance, their share varies from 4.5% to 38.6%. Conclusion. The heterogeneity of approaches to the structuring of VET programmes in different educational organisations makes it difficult to objectively assess their quality and can disorient and demotivate civil servants in choosing the relevant and necessary programme.