Competency-based Model Research Articles

Особенности реализации компетентностного подхода в юридическом образовании по направлению «Юриспруденция» в современной России в связи с принятием нового ФГОС по юриспруденции

Analyzed is the problem of implementing the competence-based approach in legal education as one of pressing problems facing Russian legal education. The urgency of this problem is due to the fact that at present new standards have been adopted in various areas of training, incl. the direction 40.03.01 “Jurisprudence” (FGOS 3 ++). In connection with adoption of this standard, the problem arises of understanding the features of the process of its implementation by educational institutions of higher education that train lawyers in this area of training. The subject of the research in this article is the patterns and features of the implementation of the competence-based approach in legal education in this area of training. In the course of the study, the features of the implementation of the competence-based approach in this area of raining in modern Russia were analyzed in connection with the adoption of the new Federal State Educational Standards in jurisprudence. A competence-based model of a lawyer is presented, as well as requirements for the technology for the formation and assessment of formation of competencies in this area of training in modern Russia, including the use of automated systems for compiling educational and methodological documentation that ensure the educational process.

Competency-based education model: is it appropriate for counselor education?

ABSTRACT Amid evolving needs of students and institutions comes a logical investigation of innovative ways to provide advanced level students with affordable and flexible education. The introduction of COVID-19 has changed the ways in which we have considered the delivery of graduate education. Graduate students with full-time jobs, families, and other obligations deserve alternative ways of attaining advanced degrees. This review will investigate the appropriateness of Competency-based education (CBE) in counselor education programs, and the strengths and limitations it might hold in relation to accreditation requirements by the Council for the Accreditation of Counseling and Related Education Programs (CACREP).

The methodology of the creation of a flowchart of teacher professional development programme in functional literacy aspect

The study has been directed to the teacher professional development perfection problem in functional literacy aspect as an integral part of holistic educational process to increase student efficiency, in compliance with the OECD’s Programme for International Student Assessment. The purpose is to research the historical content of the functional literacy phenomenon and approaches to a programme flowchart for teacher professional development education. A flowchart of the programme of teacher professional development has been elaborated to create an e-platform to enable teachers to master a competence-based model for further teaching and projecting educational process to form relevant functional literacy of students.

Preclinical Proficiency-Based Model of Ultrasound Training.

Graduate medical education is being transformed from a time-based training model to a competency-based training model. While the application of ultrasound in the perioperative arena has become an expected skill set for anesthesiologists, clinical exposure during training is intermittent and nongraduated without a structured program. We developed a formal structured perioperative ultrasound program to efficiently train first-year clinical anesthesia (CA-1) residents and evaluated its effectiveness quantitatively in the form of a proficiency index. In this prospective study, a multimodal perioperative ultrasound training program spread over 3 months was designed by experts at an accredited anesthesiology residency program to train the CA-1 residents. The training model was based on self-learning through web-based modules and instructor-based learning by performing perioperative ultrasound techniques on simulators and live models. The effectiveness of the program was evaluated by comparing the CA-1 residents who completed the training to graduating third-year clinical anesthesia (CA-3) residents who underwent the traditional ultrasound training in the residency program using a designed index called a "proficiency index." The proficiency index was composed of scores on a cognitive knowledge test (20%) and scores on an objective structured clinical examination (OSCE) to evaluate the workflow understanding (40%) and psychomotor skills (40%). Sixteen CA-1 residents successfully completed the perioperative ultrasound training program and the subsequent evaluation with the proficiency index. The total duration of training was 60 hours of self-based learning and instructor-based learning. There was a significant improvement observed in the cognitive knowledge test scores for the CA-1 residents after the training program (pretest: 71% [0.141 ± 0.019]; posttest: 83% [0.165 ± 0.041]; P < .001). At the end of the program, the CA-1 residents achieved an average proficiency index that was not significantly different from the average proficiency index of graduating CA-3 residents who underwent traditional ultrasound training (CA-1: 0.803 ± 0.049; CA-3: 0.823 ± 0.063, P = .307). Our results suggest that the implementation of a formal, structured curriculum allows CA-1 residents to achieve a level of proficiency in perioperative ultrasound applications before clinical exposure.

Call for Collaboration: The Role of Accreditation in the Transformation, Accountability, and Sustainability of Education in Social Determinants of Health.

Call for Collaboration: The Role of Accreditation in the Transformation, Accountability, and Sustainability of Education in Social Determinants of Health.

The Development of Competency-Based Training Model for Studio Operational Techniques About Problem Based Learning for Camera Operator Instructors

This development research is aimed to develop training procedures that can help participants implement the results of the training in their respective assignments. Validation is carried out by experts in education by providing a questionnaire to fill out. This method was chosen so that the validator can provide conclusions (invalid, less valid, quite valid, valid, and very valid) directly on each part of the research product which includes competency-based training guides, training programs, lesson plans, and problem-based learning design modules for studio operational instructor, camera operator subject.

Competence-based model for modernization of higher library education: Ukraine’s experience

Transition of higher library education in Ukraine from the qualification to competence-based model is characterized. The three-level system, i.e. “Bachelor – Master – Doctor of Philosophy”, being implemented within the new integrated program of study “Information, Librarianship and Archivistics” is reviewed. The competence-based approach was applied in the processes of development and approval of higher education standards for the program “Information, Librari-anship and Archivistics” for the first (bachelor's), second (master's) and third (educational and scientific) levels. The authors emphasized that the systematic ap-proach to selecting essential competences for the program was applied. The experience of developing the program for Ph.D. candidates in this subject area with the focus on cooperation with the applicants and their future employers, individu-al capabilities, their scientific and educational potential, and self-motivation, is discussed. The need for the quality management system based on monitoring and continuing review of the content and structure of educational programs, is sub-stantiated. Among these criteria are: projecting and objectives of educational program, its structure and content; forms and methods of education, its availability; monitoring and assessing learning outcomes; quality of human resources; comfortable educational environment and its material and technical resources; domestic education quality assurance system; transparency and publicity of educational programs.

Competency-based standards and guidelines for psychology practice in Australia: opportunities and risks

ABSTRACT Recent changes to clinical psychology training and supervision in Australia have been driven by a deliberate endeavour by regulatory authorities and professional bodies to align education and training with competency-based models of training, a development that is apparent internationally across health disciplines. A critical question is: how do reforms in Clinical Psychology training standards match international benchmarks for competency-based pedagogies? Objective: To outline key principles of competency-based pedagogies and to critically examine whether Australia’s new standards and guidelines for accreditation of coursework, practicum requirements, and supervision are consistent with competency principles, and match similar guidelines proposed in the U.K. and the U.S.A. Method: Following a critical analysis of the extant literature, the authors highlight progress achieved, discuss major gaps and challenges, and examine the extent to which current accreditation changes constitute a reliable blueprint for the development of a competent psychology workforce for the country. Results and Conclusions: The current review indicates that in an overall sense, practitioner training in Australia is tracking well in comparison to international developments. Specifically, the decreased emphasis on the regulation of inputs (e.g., nature and type of coursework and practicum) is pedagogically sound and has the potential to promote training innovation and efficiencies. However, a revision of the current competency framework is required to underpin future progress. Also, the lack of reliable and valid competence instruments in combination with less than rigorous adherence to systematic, timely, and ecologically valid assessments constitute a major challenge and a serious threat to ensuring safe and competent psychology practice. KEY POINTS What is already known about this topic: (1) Competency-based education and clinical training play important coordinated roles in ensuring the competence of clinical psychologists, consistent with the accreditation standards and registration requirements of the Psychology Board of Australia. (2) The Australian Psychology Accreditation Council (APAC, 2019) have recently published new accreditation standards for psychology programs that are based on competency principles. (3) The shift to the new paradigm is both exciting and challenging. It is exciting because it provides opportunities for innovation; it is challenging because it demands systemic change. What this topic adds: (1) The current paper compares and contrasts current standards and guidelines for accreditation in Australia with their counterparts in the U.K. and the U.S.A. (2) Although significant progress has been made in Australia, additional implementation efforts should be taken to establish a comprehensive and authoritative competency framework, incorporating empirically-supported means of assessment. Such a framework should be fit-for-purpose providing a grid that maps shared and unique aspects of competencies across registration levels and specialised endorsements. (3) The progressive relaxing of input criteria has the potential to seriously compromise the commitment to safe and competent psychological practice if training institutions do not adopt a re-designed system of ecologically valid assessments both during training and at the point of entry to the profession. (4) The need to ensure competence is maintained throughout a psychologist’s career will remain a major challenge, given the ongoing and rapid advance of science. A commitment to the competency-based approach provides the necessary scaffolding for ongoing professional development.

Investigating faculty assessment of anesthesia trainees and the failing-to-fail phenomenon: a randomized controlled trial.

A growing body of evidence has shown that supervisors may "fail to fail" trainees even when they have judged their performance unsatisfactory. This has significant implications for the implementation of a nationwide competency-based education model of residency training. The objective of this study was to determine the incidence of "failing to fail" clearly underperforming residents. Study participants were recruited via an email invitation sent to all departments of anesthesia at each of the hospitals affiliated with the University of Toronto. They were randomized into a high-stakes (assessment would affect the resident's progress) or low-stakes (assessment would not affect the resident's progress) group and asked to assess the performance (fail or pass grade) of a struggling resident. Participants assessed a video depicting an actor managing a scripted simulation scenario. It contained several critical clinical mistakes constituting a clear fail performance. The purpose of the study was only disclosed following the assessment. Of the 288 email invitations sent (144 in each group), 158 (54%) participants completed the study, with 93 in the high-stakes group and 65 in the low-stakes group. Twenty-eight participants (17.7%) failed to issue a failing grade, including 23.1% (15/65) in the high-stakes group and 13.9% (13/93) in the low-stakes group (P = 0.14). Though often discussed, this is the first study to quantitatively show that the "failing-to-fail" phenomenon likely occurs during residency training performance evaluations. Passing underperforming learners can potentially affect patient safety and result in severe personal consequences to the learner. The results indicate the need for better performance assessment training for faculty members.

On Becoming a Counselling Psychologist: Making Sense of Presence

This reflective essay offers a personal account of my experience during my counselling psychology training. Research highlights that the person of the therapist contributes to clients’ improvement beyond the intervention, advocating the importance of personal development beyond a competency-based model. Consonantly, counselling psychology appreciates how practitioners bring their “self” to the therapeutic relationship, thus valuing their training, wider knowledge, and lived experiences. Accordingly, I will explore significant events that illuminate the personal dimension of my professional practice while also considering the wider empirical knowledge. Furthermore, as the beginning of my training has focused on the person-centered/experiential approach, I will conceptualize my experience within the framework posited by Rogers. Specifically, I will begin by reflecting on the theme of power to expose how personal issues might affect my development as a trainee. Second, I will illustrate how engaging with feedback has brought to awareness aspects of my “self” that relate to the theme of acceptance. Third, I will consider personal strengths that have the potential to enrich my practice and are encapsulated by the theme of lightness. Last, I will suggest the theme of presence as my attempt to make sense of challenges and limitations that I have faced during my training. By presenting these themes, I endeavor to offer a picture of how I have grown into a new place in my development as trainee counselling psychologist.

Meritocracia e gestão de pessoas por competências: tema utópico ou realidade organizacional?

Resumo Neste trabalho se realiza uma revisão de literatura sobre o valor meritocracia nas sociedades contemporâneas e nas organizações. Relacionamos o valor meritocracia a um modelo de gestão de pessoas baseado em competências (modelo estratégico de gestão de pessoas), onde são definidos objetivos e metas claras de forma transparente com equipes de trabalho e indivíduos e realizada uma avaliação de desempenho segundo critérios claros previamente estabelecidos e, quando apurado o mérito, o mesmo é reconhecido com base em remuneração diferenciada para indivíduos e equipes, além de ser reconhecido o mérito de forma simbólica. Ressalta-se que um sistema meritocrático e uma gestão por competências reforçam o sentimento de justiça social nas organizações e equidade e as relações de confiança no sistema. Depois de realizada uma pesquisa, onde foram entrevistados 17 executivos alunos do Mestrado Profissional em Administração, em uma organização de ensino de excelência, constatou-se que 53% dos mesmos trabalham em empresas consideradas meritocráticas por eles e 36% em empresas parcialmente meritocráticas e 11% em empresas onde não existe nenhum reconhecimento de mérito. Analisaram-se as causas destes resultados, propondo-se soluções para o aprimoramento destes sistemas.

Different roles, different demands. A competency-based professional roles model for early career engineers, validated in industry and higher education

ABSTRACT This study contributes to the current research in career and professional identity development in that it developed a validated competency-based framework to enhance professional and self-awareness of future engineers. Through a mixed-method design, key competencies were identified for three professional roles for early career engineers. Ninety-six engineers and HR experts from different fields were involved. This resulted in three portraits of early career engineers in practice (engineers in a role focusing on radical innovation, on process optimisation and/or on customised solutions) and what it requires to be successful in these roles. For example, perseverance and creativity were deemed essential for engineers in an innovative role, whereas positive critical attitude and stress resistance were indicated essential for engineers focusing on optimisation. The competency profiles with an aspiration to career perspectives can be a valuable instrument in creating more diversity in engineering. Implications for education, industry, and future research are discussed.

Stakeholders\u2019 perceptions of the nutrition and dietetics needs and the requisite professional competencies in Uganda: a cross-sectional mixed methods study

BackgroundEffective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda.MethodsA cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005–2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires.ResultsMost HN/HND respondents (84.8%) obtained their Bachelor’s degrees from Kyambogo University; 61.4% graduated in 2013–2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation.ConclusionsThis study shows that nutrition and dietetics challenges in Uganda are multiple and multifaceted; HN/HND graduates are employed in different sectors, provide nutrition-specific and sensitive services in a multisectoral environment, and are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some of the areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard; and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

Developing and Designing Competency-Based Performance Management Elevation Model on High School Teacher in Iran: a mixed-method approach

هدف: طراحی مدل ارزشیابی عملکرد اثربخش معلمان، چالش عمده‌ای در وزارت آموزش و پرورش است و دست‌اندرکاران این حوزه از روش‌های ارزشیابی فعلی ناراضی‌اند. لذا هدف پژوهش حاضر این است تا مدلی برای ارزشیابی عملکرد مبتنی بر شایستگی معلمان دبیرستانی ارائه کند.مواد و روش‌ها: برای این پژوهش از روش ترکیبی (کیفی-کمّی) اکتشافی استفاده شد. بخش کیفی با تکیه بر رویکرد نظریه داده‌بنیاد استراورس-کوربین و داده‌های تجربی حاصل از مصاحبه‌های باز 20 خبره، صورت گرفت. از دل مصاحبه‌ها مدلی نظری برخاست که با فرآیند تحلیلی کدگذاری باز، محوری و انتخابی حاصل شد. از کدگذاری باز جهت اشباع رسیدن مفاهیم و ایجاد مقوله‌ها، کدگذاری محوری برای برخاستن مقوله‌ها و فرآیند ربط‌دهی آن‌ها به زیر مقوله‌های‌شان برای انتخاب پدیده محوری و از کدگذاری انتخابی برای ایجاد آرایش نظری مقوله‌های اصلی جهت ساخت مدل استفاده شد.بحث و نتیجه گیری: در نتیجه ساخت مدل، معیارهای عملکرد مبتنی بر شایستگی با زیر مقوله‌های شایستگی‌های رفتاری-اخلاقی-عاطفی، دانشی، حرفه‌ای، نگرشی، معیارهای عملکرد عمومی و تخصصی به‎عنوان پدیده محوری تبیین شدند. هم‌چنین استراتژی‌های نُه‌گانه هدف‌گذاری در تعیین حدود و ثغور اهداف و شاخص‌ها، تعیین و درج کنش‌ها و پیش شرط‌ها و تاکتیک‌های لازم در طراحی، طراحی فرآیند جامع ارزشیابی عملکرد، هدایتگری و مشاوره برای معلمان، بسترسازی‌های ذهنی و قانونی برای ارتقاء ارزشیابی عملکرد، بالابردن کیفیت عملیات ارزشیابی عملکرد، انتخاب ارزشیاب، طراحی ابزار ارزشیابی عملکرد، تعیین شیوه و نوع اجرای ارزشیابی عملکرد در آن منتج شدند. نتایج نشان می‌دهند ارزشیابی عملکرد تحت تأثیر شرایطی علّی، مداخله‌گر و زمینه‌ای روی می‌دهد که بر انتخاب استراتژی‌های مناسب و در نتیجه بر پیامدها تأثیرگذار هستند. روایی مدل با شاخص‌های لینکلن-گوبا و پایایی آن با استراتژی دوکدگذار موافق کرسول بررسی شد. با توزیع 360 پرسشنامه به صورت تصادفی خوشه‌ای بین معلمان 11 استان مدل نظری حاصل شده با روش‌های کمّی معادلات ساختاری از طریق نرم‌افزار PLS3 مورد آزمون قرار گرفت و تأیید شد. روایی سازه با استفاده از تحلیل عاملی تائیدی و اکتشافی انجام شد و بارهای عاملی بالاتر از 4/0 و مقادیر اشتراک بالاتر از 5/0 بودند. مقادیر پایایی ترکیبی و آلفایکرونباخ برای همه متغیرها در مدل بالای 7/0 بود. بررسی برازش مدل ساختاری از شاخص‌های ضرایب معناداری t استفاده شد، که مقادیر t همگی بالای 1.96 بوده و روابط بین متغیرها را تایید کرد. هم‌چنین، پیشنهادات و رهنمودهایی برای پژوهش‌های آتی ارائه شد.

Comparative study of practical teaching and learning methods: higher education

The level of higher education has been undergoing changes where there has been an increase in the difficulty of the work of teachers and university students, therefore, they opt for strategies that teachers develop to be able to teach and perform learning techniques that will allow them to solve real problems: Practical teaching methods: (a) Didactic strategies applied in the formation of competencies, (b) Criteria for conceptualization, classification, selection and characterization of teaching methods. Practical learning methods: (i) Competency-based higher education teaching-learning model, (ii) Learning strategies in higher education. In synthesis, the didactic strategies applied in the formation of competencies is a process that will encourage students and university teachers to be able to use learning tools and techniques to achieve their particular objectives. This study can be improved by increasing variables and obtaining more precise results based on methodological techniques to improve teaching and academic learning.

Counselor Education Online Curriculum Design: Social Justice Considerations

Drawing from a combined 25 years of experience as faculty, curriculum designers, and leaders in online CACREP-accredited counselor education programs, the presenters share best practices in curriculum design and assessment for online counselor education programs. The frameworks that guide the presenters' approach are the competency-based education model and the backward-design model for curriculum. The importance of a systematic assessment process to support data-driven modifications is discussed and illustrated in a brief example. The curriculum design models are applied in a hypothetical course aimed at promoting and assessing student competency development as social justice advocates.

ФОРМИРОВАНИЕ СОЦИАЛЬНОЙ КОМПЕТЕНЦИИ КАК ФАКТОР ПОЛНОЦЕННОГО РАЗВИТИЯ ЛИЧНОСТНЫХ КАЧЕСТВ БУДУЩИХ СОТРУДНИКОВ УГОЛОВНО-ИСПОЛНИТЕЛЬНОЙ СИСТЕМЫ

The article examines the process and features of social competence development of departmental universities` cadets as future penal officers. The concept of “competence-based model of personnel training” is characterized. In modern social and cultural conditions, the effectiveness of the upbringing process is associated with the creation of a developing educational environment in society as a system of conditions and opportunities for personal self-development. The organization of upbringing as a pedagogical process in a university is considered as effective not only within the framework of traditional pedagogy, based on the principles of which the process of upbringing departmental universities` cadets is a unidirectional transfer of previous samples of cultural and historical experience and the reproduction of its already "ready" values, cultural forms, norms and rules of social interaction and communication. The main educational goals of higher education in modern social and economic conditions are analyzed, which consist in the formation of social and professional competence in graduates, in the upbringing of the cadet` personality of a departmental university with the qualities of civic responsibility and patriotism, actively participating in the economic and social, cultural life of the country.

Digital skills vs soft skills: новые компетенции профессионального развития на государственной службе

Introduction: interaction on virtual communication platforms between the authorities and the population brings forward the issue of civil servants professional development. Objectives: to define a conceptual approach to the content of digital professional development programs for civil servants, to detail the strategic knowledge and tactical skills required in modern public administration in the context of the socio-political sphere digitalization. Methods: an expert interview; comparative-comparative method of analyzing digital platforms for advanced training of civil servants; content analysis of the “Leaders of Russia” and “Leaders of Russia. Politics” participants’ comments. Results: the article presents the data on a comparative study of educational platforms for advanced training of civil servants in the field of digital literacy. The framework of the necessary digital knowledge in the public management system has been proposed, aimed at the structural subdivisions of authorities responsible for strategic communications with the population. The results of the expert interviews and content analysis actualize the demand for digital competencies among the civil servants. Conclusions: the system of professional retraining of personnel for the civil service should meet the new requirements, namely to ensure the efficient functioning of e-government services, crowdsourcing platforms, official departmental web resources as well as groups and pages in social networks, and to maintain there a dialogue and interaction with the population. The new functionality of a civil servant arising from digitalization of the public administration system requires the development of new approaches to the competence-based model of his training and retraining. This brings forward the importance of digital competencies and skills complemented by a constant improvement of soft skills. The existing mechanisms for mastering these competencies in Russia make it possible to solve the problems of improving the entire system of public administration, but not with maximum efficiency. It is obvious that the market of advanced training services for civil servants is not sufficiently developed and the resources spent on these purposes aren’t used in the most optimal way.

Reform of Higher Legal Education: Global Issues

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. Open statistical sources of the State Employment Service show that among the total number of unemployed persons with higher education who could not find the first job, persons with higher legal education occupy one of the leading places (26%). In early 2019, the Ministry of Justice of Ukraine together with the Ministry of Education and Science of Ukraine proposed a draft Concept of the Legal Education Reform for public discussion. Among the main problems were a mismatch between the content of legal education and training quality in legal schools with the modern requirements of the labour market and the challenges facing the modern democratic society, global trends in development and tasks of employees' professional activities in various fields. The abovementioned requires a change in the educational paradigm, one of the components of which, in our opinion, should be the transition to educational goals of a different qualitative type in the cognitive sphere, including the formation of applied professional legal skills, critical thinking development and so on. Unfortunately, there is not enough scientific research in this area of narrow thematic nature. No significant attention is paid to the pedagogical problems of lawyers' model formation with their readiness for social interaction. It is important to emphasize that among legal scholars there is no interest in the development and formation of legal pedagogy as a direction in pedagogy of higher education, the subject of which is the didactic peculiarities of the professional competence formation of lawyers. Part of the attention is paid to the professional competence formation among students of higher educational institutions in the legal field by scholars of pedagogical science, in particular, the theory and methods of training and education (according to the fields and educational level). The problem to be solved is the mismatch between the content of legal education and training quality in legal schools with the modern requirements of the labour market and the challenges facing the modern democratic society, global trends in development and tasks of employees' professional activities in various fields, this is due to the insufficient level of theoretical knowledge and practical skills among a significant part of graduating students of law schools, as well as a lack of attention to the formation of a holistic world view among applicants for legal education with an understanding of the social mission, values and importance of legal profession to approve the rule of law in the modern democratic society. The abovementioned requires the updating of educational processes modernization issue in the direction of competency-oriented training formation and professional lawyer education in the light of his/her dialogue and discussion, and language-intensive professional activities. In particular, it is important to develop an approach to the professional training of a future lawyer, which involves the creation of a professional competence formation model of the lawyer, which is based on the organic unity of theoretical, practical, psychophysical training that will provide the professional socialization level engaging a wide range of scholars in the field of pedagogy and law.

MANAGEMENT OF INSTITUTIONAL AND PREVENTIVE ACTIVITIES IN THE PUBLIC HEALTH SYSTEM OF UKRAINE

The aim: Scientific justification of the public health management methods and instruments for improvement of its effectiveness. Materials and methods: The authors conducted a complex research of the public health of Ukraine personnel resources development during the system establishment and building. Conclusions: The paper justifies the competence-based model of a specialist (the postgraduate educational level) as well as the university educational standards of the first (bachelor) and second (master) levels of specialty 229 "Public health", knowledge branch 22 "Healthcare". The authors have established insufficient level of the youth motivation for obtaining the specialty certification and described disadvantages of both advocacy program within the public health system and its leadership within the preventive system component. The authors emphasize the necessity of an integrated preventive program maintaining and strengthening the population health, using the advocacy component and available information resources of the public health.