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Obligation of continual training of experts appointed by courts and the minister of justice, concurrently with the performance of their practice, taking into account legal rules in force, and outline of model solution
Pivoňková, Kateřina
The author of the article solves – within her thesis – the issues of standardisation and harmonization of continual training of experts with specific focus on the needs of the expert‘s specializations in forensic eco-technique. In this contribution, the author deals with this domain from the point of view of the present legislation which does not require from the already appointed experts lifelong professional education, compares the conditions, methods and approaches of demanding admission procedure preceding the appointment of an applicant to the office of an expert (four-term course, length of experience and professional practise, expert minimum, manner of verifying prerequisites for being appointed as an expert, i.e. written test, processing a testing expert opinion, preliminary interview), and at the same time considers outline of model solution for continual training of experts, and that before being appointed, as well as during the whole period of their office as an expert.
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Compulsory lifelong learning of experts
Pivoňková, Kateřina
In her thesis, the author deals with the issue of lifelong learning of experts with the aim of creating a uniform education system (hereafter called UES). It will be possible to use UES in all expert fields, branches and specializations and it will be systematic and lucid and will result from already known and in practise proven methods (e.g. certification, courses, specialized studies etc.). UES will be comprised of the knowledge of judicial engineering branch, its four fields of expert activities and the current methodology. It will integrate the newly suggested approaches which will define the lifelong learning of experts systematically and broadly, both on a theoretical level, the legal one especially, and on a professional level, i.e. practically focused on particular expert disciplines. The model example will include the lifelong learning of experts before their appointing to the office and also a credit system of learning for the whole time of carrying out the function of an expert while taking andragogical approaches into consideration.
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