Formation of Lifelong Learning Competences in the Process of Professional Training of Future Lawyers

Uliana Z. Koruts, Valerii P. Petkov, Ehor S. Nazymko, Tetiana A. Denysova, Uliana M. Oliinyk

Abstract


The purpose of this study was to design and experimentally test the effectiveness of a model for the formation of lifelong learning competencies in future lawyers in higher educational institutions. The study presents the author’s vision of the structure of lifelong learning competencies for lawyers identifies pedagogical conditions for the formation of lifelong learning competencies for lawyers. It is proved that the efficiency of formation of lifelong learning competences of future lawyers is considerably increased, provided that the basic types of active teaching methods and the latest information and computer technologies are used in the process of professional training. It is established that the most important pedagogical conditions for effective formation of lifelong learning competences are pedagogically-driven motivation of future specialists in the field of the right to formation and development of lifelong learning competences; introduction of methods that promote the formation and development of lifelong learning competences into the process of professional training; formation of professional qualities in future lawyers on the basis of conscious perception of the system of universal and professional values. The authors argue that an effective link between employers and higher educational institutions is needed to collect and analyse structural and functional changes in professional activity. Establishing and maintaining such a link will enable higher educational institutions to respond more effectively to changes in the labour market requirements and to ensure a high level of training for their graduates.

https://doi.org/10.26803/ijlter.19.4.9


Keywords


competence approach; lifelong learning competences; structure of competences; competence formation model; active teaching methods

Full Text:

PDF

References


Akmanova, S. V., Kurzaeva, L. V., & Kopylova, N. A. (2019). Dynamic and Competence aspects of the media educational concept of developing a person’s readiness for lifelong self-education. Informatics and education, 2, 23-33. https://doi.org/10.32517/0234-0453-2019-34-2-23-33

Babacan, A., & Babacan, H. (2018). Repositioning lifelong learning in legal education. Widening Participation and Lifelong Learning, 20(2), 122-148. https://doi.org/10.5456/wpll.20.2.122

Barros, R. (2012). From lifelong education to lifelong learning. European Journal for Research on the Education and Learning of Adults, 3(2), 119-134. https://doi.org/10.3384/rela.2000-7426.rela0071.

Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5), 9-49.

Billett, S. (2018). Distinguishing lifelong learning from lifelong education. Journal of Adult Learning, Knowledge and Innovation, 2(1), 1-7. https://doi.org/10.1556/2059.01.2017.3

Boyadjieva, P. (2017). Gender, education and employment. An international comparison of school-to work transitions. International Journal of Lifelong Education, 36(5), 613-616. https://doi.org/10.1080/02601370.2017.1304753

Brown, A., Bimrose, J., Barnes, S-A., Kirpal, S., Gronning, T., & Dahlen, M. (2010). Changing patterns of working, learning and career development across Europe: final report. Brussels, Belgium: European Commission.

Dereka, T. G. (2018). Life-long physical education in the context of international integration processes (formal, nonformal, informal education). Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), 3(97), 178-181.

European Commission. (2008). The European qualifications framework for lifelong learning (EQF). Luxembourg: Publications Office of the European Union.

European Commission. (2018). Annex to the Proposal for a Council Recommendation on Key Competences for Lifelong Learning. Retrieved from http://site.anc.edu.ro/wp-content/uploads/2020/03/annex-recommendation-key-competences-lifelong-learning.pdf

European Communities. (2007). Key competences for lifelong learning: European Reference Framework. Luxembourg: Publications Office of the European Union.

Feshchuk, Y. V. (2009). Methods of development of spatial thinking of future teachers of technologies by means of computer graphics (PhD thesis). National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.

Fetiskin, N. P., Kozlov, V. V., & Manuilov, G. M. (2012). Socio-psychological diagnosis of the development of personality and small groups. Moscow, Russia: Publishing House of the Institute of Psychotherapy.

Gershunsky, B. S. (1998). The philosophy of education for the 21st century (in search of practice-oriented educational concepts). Moscow, Russia: Sovershenstvo.

Gough, J. (2017). The usefulness of useless knowledge. International Journal of Lifelong Education, 36(5), 616-621. https://doi.org/10.1080/02601370.2017.1322780

Gouthro, P. A. (2017). The promise of lifelong learning. International Journal of Lifelong Education, 36(1-2), 45-59. https://doi.org/10.1080/02601370.2017.1270067

Groenwold, R. H., & Knol, M. J. (2013). Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology. BMC Medical Education, 13, Article 93. https://doi.org/10.1186/1472-6920-13-93

Hager, P. (1998). Lifelong Education: From Conflict to Consensus? Studies in Philosophy and Education, 17, 323-332. https://doi.org/10.1023/A:1005163702740.

Holford, J., Hodge, S., Milana, M., Waller, R., & Webb, S. (2018). University renewal: “The times they are a-changing� International Journal of Lifelong Education, 37(2), 147-150. ttps://doi.org/10.1080/02601370.2018.1467669

Homolová, E., & Vašašová, Z. (2019). Changes in motivation factors in language education of senior learners. Lifelong Learning, 9(2), 23-38. https://doi.org/10.11118/lifele20190902023

Ilgaz, G., & Eskici, M. (2018). Examination of teacher candidates’ lifelong learning competence and basic motivation resources as parts of sustainability. Sustainability, 11(1), 23. https://doi.org/10.3390/su11010023

Isaienko, S. A. (2007). Competent approach in the formation of professional culture in students of higher technical education. The Pedagogical Process: Theory and Practice, 4, 47-54.

Isaienko, S. A., & Ilyina, O. V. (2011). The competence and competence of a specialist in the context of his professionalism. Scientific Herald of NULES of Ukraine. Series: Pedagogics, psychology, philosophy, 159(4), 209-215.

Jackson, N. (2012). Lifewide learning: History of an idea. Retrieved from https://pdfs.semanticscholar.org/895b/38ff95929fcd58ee5fb14c43b54a9b3b5c02.pdf

Jakobi, A. (2009). Global education policy in the making: International organisations and lifelong learning. Globalisation, Societies and Education, 7(4), 473-487.

Karpenko, M. M. (2015). "Life-long education as a factor in human development." Analytical note. National Institute for Strategic Studies. Retrieved from http://www.niss.gov.ua/articles/1865/

Khutorskoy, A. V. (2011). Definition of general subject matter and key competencies as a characteristic of a new approach to the construction of educational standards. Bulletin of the Institute for Human Education, 1. Retrieved from http://xn--h1am1a.xn--p1ai/journal/2011/Eidos-Vestnik2011-103-Khutorskoy.pdf

Kim, H., & Lee, Y. (2020). A structural model of customer relationship management (CRM) strategies, rapport, and learner intentions in lifelong education. Asia Pacific Education Review, 21, 39-48. https://doi.org/10.1007/s12564-019-09583-3.

Knight, E. (2018). Responding to massification: differentiation in postsecondary education worldwide. International Journal of Lifelong Education, 37(3), 384-386. https://doi.org/10.1080/02601370.2018.1437964

Lee, W. W. S. (2019). Nexus between massification of tertiary education and community college students’ learning experiences in Hong Kong. International Journal of Lifelong Education, 38(5), 527-537. https://doi.org/10.1080/02601370.2019.1654001

Legislation of Ukraine. (2014). Law of Ukraine: On Higher Education. Retrieved from http://zakon4.rada.gov.ua/laws/show/1556-18/print1389899592029395

LigaZakon. (2019). Legal education reform concept (Draft). Retrieved from https://ips.ligazakon.net/document/nt4472.

Lutens, F. (1999). Organizational change and development. Organizational behavior. Moscow, Russia: Digital.

MacFarlane, K. (2019). Building capabilities for higher education prior to entry. Widening Participation and Lifelong Learning, 21(3), 5-31. https://doi.org/10.5456/wpll.21.3.5

Merkulova, S. V. (2007). The problem of assessing the quality of training: a competency-based approach. Higher education in Russia, 8, 127-130.

Nemeth, B. (2015). Lifelong learning for all adults? A new concept for the United Nations educational, scientific and cultural organization – limits and opportunities for a changing intergovernmental organization. In M. Milana & T. Nesbit (Eds.), Global perspectives on adult education and learning policy (pp. 165-178). London, UK: Palgrave Macmillan.

Ng’asike, J. T. (2019). Indigenous knowledge practices for sustainable lifelong education in pastoralist communities of Kenya. International Review of Education, 65, 19-46. https://doi.org/10.1007/s11159-019-09767-4.

Potashnik, M. M. (ed.). (2000). Quality management of education: a practice-oriented monograph and methodological manual. Moscow, Russia: Pedagogical Society of Russia.

Preston, R. (1999). Critical approaches to lifelong education. International Review of Education, 45, 561-574. https://doi.org/10.1023/A:1003835209787.

Rappel, L. (2017). Workplace learning as a spiritual practice. International Journal of Lifelong Education, 36(5), 541-550. https://doi.org/10.1080/02601370.2017.1306891

Regmi, K. A. (2015). Lifelong learning: Foundational models, underlying assumptions and critiques. International Review of Education, 61, 133-151. https://doi.org/10.1007/s11159-015-9480-2.

Rybakina, N. A. (2018). Educational competence: the essence and pedagogical model of formation in the context of lifelong education. The Education and Science Journal, 20(5), 32-55. https://doi.org/10.17853/1994-5639-2018-5-32-55

Saccomanno, B. (2017). The aims of lifelong learning through the dynamic of ambition. International Journal of Lifelong Education, 36(5), 551-564. https://doi.org/10.1080/02601370.2017.1312579

Sachsenmeier, P. (1978). Basic education as the first stage of lifelong education: Aspects of a working concept for curriculum integration and educational development in third world countries. International Review of Education, 24, 153-166. https://doi.org/10.1007/BF00598977.

Shin, Y.-S., & Jun, J. (2019). The hierarchical effects of individual and organizational variables on elementary school teachers lifelong learning competence. International Electronic Journal of Elementary Education, 12(2), 205-212. https://doi.org/10.26822/iejee.2019257668

Smith, R. (2018). Self-construction and social transformation: lifelong, lifewide and life-deep learning. International Journal of Lifelong Education, 37(3), 393-395. https://doi.org/10.1080/02601370.2018.1456031

Soares, D., & Dias, D. (2019). Perspectives of lifelong education in Portuguese higher education: a critical analysis of learning outcomes. International Journal of Lifelong Education, 38(2), 148-156. https://doi.org/10.1080/02601370.2018.1559890

STATA Software. (n./d.). Retrieved from https://www.stata.com/

Webb, S., Holford, J., Hodge, S., Milana, M., & Waller, R. (2017). Lifelong learning for quality education: exploring the neglected aspect of sustainable development goal 4. International Journal of Lifelong Education, 36(5), 509-511. https://doi.org/10.1080/02601370.2017.1398489

Zaitseva, O. V. (2009). Continuous education: main definitions and terminology. Tomsk State Pedagogical University Bulletin, 7(85), 106-110.

Zeer, E. F. (2010). Personally-developing technologies of primary vocational education: a training manual. Moscow, Russia: Publishing Center "Academy".

Zhou, X. (2019). Establishment of a lifelong education system. In G. Zhou & X. Zhou (Eds.), Education Policy and Reform in China (pp. 95-103). Singapore: Palgrave Macmillan. https://doi.org/10.1007/978-981-13-6492-1_8.

Zhuravsky, V. S., & Zgurovsky, M. Z. (2003). The Bologna Process: Basic Principles for Entering the European Higher Education Area. Kyiv, Ukraine: Polytechnica.

Ziazun, I. A. (2001). Continuing education as the basis of social progress. Continuing Professional Education: Theory and Practice, 1, 15-23.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493