Abstract:

The changing security situation places new requirements on the competence of both security managers and security employers. Physical protection or guarding is part of the object protection system and its role is indispensable, especially for the reaction function. In the commercial sphere, this area is usually regulated by legislation at the national level, e.g. in Slovakia, it is regulated by Act No 473/2005 Coll. (Private Security Act). According to this Act, physical protection is, in short, the patrolling and guarding, the operation of a security system or alarm system and the direct management and control of these activities. Physical protection can also be defined in general terms as a purposeful activity aimed at ensuring the security of an asset using force and available lawful means (communication equipment, transport means, weapons, other security devices, etc.).

The need to deal with security incidents places high demands on the security staff in charge and assigns them a wide range of responsibilities not only for the protected assets but also for the life, health and property of the others and the reputation of the security company. Their intervention can have serious legal consequences, especially when improperly executed or inadequate intervention is taken.

The education of security personnel must follow the requirements of practice and provide students with up-to-date and modern teaching aids and materials. High-quality didactic aids will help students to better integrate into practice after graduation.

The authors of the article intend to identify didactic aids and teaching materials, suitable not only for the academic environment, but also for professionals working in the security sector, and to propose a way of its implementation in education based on the practice requirements. The requirements for these didactic aids and materials are obtained by interview and questionnaire survey from two sources. The first source is security managers and the second is security management students. Based on their own experience, security managers identify didactic resources that they consider beneficial in the education of future security personnel. Security management students, based on their preferences and experiences, also identify key didactic resources. Based on the opinions of both parties, students and practitioners, a list of didactic resources and requirements for these resources has been developed and will be part of a specialised private security classroom.

Acknowledgement:
The article is prepared as an output of the project supported by The Ministry of Education, Science, Research and Sport of the Slovak Republic KEGA 036ŽU-4/2022.

Keywords:

Practice education, didactic aids, labor market requirements, specialized laboratory, private security.