Features of implementation of the state policy of upbringing in educational institutions of the system of the Ministry of the Interior of Russia

Introduction. The relevance of the research is determined by the importance of statelegal regulation of the process of the Russian Federation citizens’ upbringing on the basis of common requirements, principles, traditions due to the existing demand of the society in the formation of the “national upbringing ideal” of a person and a citizen. However, in the implementation of the state policy of upbringing there are difficulties, contradictions and collisions associated with the elaboration of specific documents in the field of education, as well as the peculiarities of departmental higher education institutions, in particular, in the system of the Ministry of the Interior of Russia. Methods. The formal-dogmatic method, method of comparative analysis, methods of induction and deduction, interdisciplinary correlation, comparative-legal method, method of interpretation of law, sociological and political methods were used in the research. Results. As a result of the research, the following features of the state policy implementation in the sphere of education in educational institutions of the Ministry of the Interior of Russia are revealed: first, the legal basis of upbringing work is provided by departmental orders of the Ministry of the Interior of Russia and local acts of the institutions in addition to the all-Russian legislation on education, second, upbringing work should be considered a part of the moral and psychological support of internal affairs employees; third, the working programme of education includes legal upbringing as a separate direction of upbringing work; fourth, the most common form of upbringing is an event; fifth, there should be a clear hierarchical structure of bodies and officials responsible for upbringing of internal affairs employees; sixth, the particularities of subject-subject interaction with cadets in the upbringing and educational process consist in the personality-oriented approach focused on individual upbringing work, and others. In conclusion, the author offers ways for improving upbringing work in educational institutions of the Ministry of the Interior of Russia by introducing interactive forms and methods of upbringing work, actively using the experience of civil higher education institutions and expanding the scope of interaction with practitioners and various institutions of civil society.