Reform of Higher Legal Education: Global Issues

Abstract

The main vector of higher legal education development is determined by the general direction of the domestic higher school to join the all-European and world educational space, national and international standards harmonization of higher education in the context of the Bologna process. On the other hand, the rapid development of information technologies has led to the global computerization of society. The result of this phenomenon in the education field is a stable environment formation of developed data processing, information systems modular construction (combination of different architectural types within a single complex). As a result, knowledge building process for skills formation of professional competence is gradually changing the form of its realization. The wellknown learning goals of higher school revealed in such elements as knowledge, understanding and forms of their acquisition are changing. It is no coincidence that the problem for most universities is the fact that education is still more focused on knowledge and skills, rather than on personality development, consciousness formation and self-awareness of a specialist. Unfortunately, such changes do not always have a positive educational trajectory. It should be recognized that educational institutions are no longer the major educational source. Those basic learning goals, the achievement of which is the task of higher school, do not receive appropriate positive reflection in society. High level of knowledge with no skills of its application is the main factor of professional deformation of a graduating student of higher educational institution. This problem is clearly visible in the higher legal education sphere. In recent times, there has been a clear trend toward the transition from qualification to the competence-based model of the specialist. The emphasis in professional training is shifting to socio-personal and general professional competencies.