Abstract
Statement of the problem. The relevance of the study is due to the fact that at present the activities of law enforcement agencies are based on the introduction of a unified system of information and analytical support of the RF Interior Ministry. The effective use of digital technologies depends on the quality of training of legal professionals, in terms of development of their basic knowledge, skills and abilities in the field of computational and analytical activities as the basis for professional thinking development. The purpose of the article is to justify the need to include the basics of the general theory of statistics, probability theory and mathematical statistics in the course of Legal Statistics as a basis and tool for analyzing socio-economic phenomena closely related to the activities of anti-crime law enforcement agencies following the historical and pedagogical analysis of applying statistics in jurisprudence. The research methodology consists of the analysis and synthesis of regulatory documents in the field of higher education (including educational standards of different generations in the areas of legal training implemented in the RF Interior Ministry universities), the history of teaching the course in Legal Statistics, as well as scientific and pedagogical literature. Research results. The study shows that the content of the course in Legal Statistics for students in legal specialization should include not only branch norms, but also the basics of the theory of probability and mathematical statistics. The fundamental nature of mathematical training helps to develop the basic grounds of professional thinking among specialists of the Russian law enforcement system. Conclusions. The study methodology made it possible to clarify the need for teaching mathematical fundamentals (including the elements of the theory of probability and mathematical statistics) while teaching Legal Statistics. This contributes to a higher level of professional competence among RF Interior Ministry graduates of higher educational institutions, their readiness to apply mathematical calculations in analytical activities.
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