Abstract:

Introduction:
The increasingly rapid development of information technology and the Internet is seriously challenging intellectual property rights (IP). It is a set of legal norms for regulating public relations in connection with the creation, recognition, legal protection and use of intellectual results and other intangible assets. Today, the one who creates, stores, uses information has an advantage, and this advantage is to a much higher degree than the holder of real rights. As a result, IP education at the university level is increasingly used in educational programs.

The paper aims:
To discuss the contemporary tendencies in educational and institutional aspects of intellectual property training.

Goal, Objectives and Methodology:
Any development of an IP program should begin with the identification of its purpose and audience. The range of students who would benefit from IP training is extremely wide, including students from different scientific fields. Despite the great variety of IP programs, it is important to highlight three main aspects that should be included in intellectual property classes: first, almost all programs should include a basic overview of the conceptual apparatus of IP; secondly, students need to gain general knowledge of the philosophy and application of the legislative framework in the field of IP; thirdly, students need to be made aware of the fundamental rights that are protected by IP law. These three main aspects need to be embedded in programs designed for non-specialist lawyers, often complementing the fragmentary knowledge that a specialist in the above areas acquires in the course of his practice, covering all issues relevant to the protection of intellectual property. Education in the field of intellectual property at the university level could not be fully effective without the opportunity for teachers to carry out independent research and intercultural dialogue with their colleagues from abroad. Placed in a real work environment, with a highly specialized character and interaction with international working groups, they lead to both unique creative results and comparative research internationally. It is therefore easy to explain the growing trend over the last decade towards the creation of specialized research centers, networks and non-governmental organizations in various fields of knowledge, such as research in the field of IP legislation, as well as centers combining research and formal and non-formal learning are no exception to this trend.

Conclusion:
IP training has become more widespread and influential in the last two decades. However, these studies have failed to attract scientific attention from researchers committed to policy development on IP issues, both in theory and in practice. Despite this gap, international organizations, networks and consortia are developing a large number of training programs, which raises a relentless debate on IP reform, namely the development of IP training programs for non-specialist lawyers who do not have specialized legal knowledge, but want to be informed about IP issues. Another important feature in the acquisition of knowledge in IP is the transition from accredited knowledge to certified skills, which are acquired in specialized research centers, networks and non-governmental organizations in various fields of knowledge, including centers combining research and formal and informal training.

Keywords:

Intellectual property, education, training, innovation, information, curriculum.