CONTENT COMPONENT OF PROFESSIONAL TRAINING OF BACHELORS IN LAW AT CANADIAN UNIVERSITIES

Анотація

Introduction. Professional training in the field of law is a key area of higher education since the effective functioning of all spheres of public life depends on the development of legal education in the context of forming a democratic state governed by the rule of law. Canada is known for leading higher education institutions offering instructional programs in law that ensure the consistently high quality of legal training. The purpose of the article is to outline the variety of instructional programs and to analyze the peculiarities of the content component in the professional training of bachelors in law at the universities of Canada. The methods of quantitative and qualitative analysis and synthesis of materials and developments of domestic and foreign scientists, documents, instructional programs and curricula of certain disciplines; induction, deduction and generalization to identify the features of instructional programs in law at Canadian universities; systematization and classification in order to draw conclusions on the content component of the professional training of future legal specialists in Canada. Results. On the basis of the conducted research it can be concluded that the content component of the professional training of bachelors in law encompasses the acquisition of general professional and special legal knowledge and practical skills to be acquired by undergraduates on successful completion of instructional programs of training bachelors in law, thus, providing them with personal and professional competencies and readiness for practical activity according to the chosen specialty. The scientific originality of the results obtained is determined by the fact that for the first time the content peculiarities of the professional training of bachelors in the field of law at the universities of Canada have been identified, including variability and flexibility of instructional programs, focus on experiential learning, autonomy of universities in drafting instructional programs and curricula, diversification and interdisciplinary nature of instructional programmes, result-oriented training. Conclusion. The results of the study can be used to introduce Canadian experience in the university education of Ukraine, namely, in the process of professional training of bachelors in specialty 081 “Law”