Building a Clear Strategy for Legal Education Reform: How an Exclusive Focus on Substance Undermines Systemic Change

2010 ◽  
Author(s):  
Sara Rankin
Keyword(s):  
Education Reform ◽  
Systemic Change ◽  
Legal Education ◽  
Exclusive Focus

Legal Education Reform in Afghanistan

2015 ◽  
Author(s):  
Rohullah Azizi ◽  
Charles A Ericksen
Keyword(s):  
Education Reform ◽  
Legal Education

Methodological foundations of legal education reform in Ukraine: Scientific paradigm and modern context

2021 ◽  
Vol 28 (2) ◽  
pp. 114-122
Author(s):  
Oleksii O. Kot ◽  
Nadiia V. Milovska ◽  
Leonid V. Yefimenko
Keyword(s):  
Education Reform ◽  
Professional Training ◽  
Legal Education ◽  
Legal Regulation ◽  
Training System ◽  
The State ◽  
Educational Process ◽  
Practical Training ◽  
Practical Skills ◽  
Foreign Experience

The study investigates the current state and defines the methodological foundations for improving the practical training of lawyers in the context of reforming legal education by establishing the features of legal regulation of legal education and its role in the state system, identifying the main problems of modern legal education, as well as analysing foreign experience in practical training of specialists in the field of law. The study uses general scientific and special legal methods of scientific cognition, including comparative legal, philosophical and functional methods, dialectical and formal legal methods of cognition, method of analysis and synthesis. The paper established that the professional training of future specialists in the field of law is currently described by a disparity between the theoretical knowledge and practical skills of law graduates, which complicates their adaptation to practical work. The authors of this study proved that the reform of the legal training system through increasing its practical orientation, determining the state needs of legal personnel of various educational levels, internationalisation of higher education, introduction of new specialisations in accordance with the needs of various spheres of legal practice, should become the basis for the development of legal education in Ukraine. Attention was focused on the need to optimise the system of training legal personnel mainly through the introduction of new teaching methods, the approval of new educational standards, considering the corresponding progressive foreign experience in this field, provided that the accumulated experience, traditions, and principles of Ukrainian higher legal education are preserved, thereby ensuring the development of future specialists with stable practical skills of law enforcement activities. It was found that in the context of the reform of legal education, it is important to establish such requirements for the educational process that would ensure that students master not only a minimum amount of knowledge, but also practical skills because practical training of students is a mandatory component of the educational and professional programme for obtaining an educational degree. In particular, it is necessary to reorient the content and orientation of educational works of applicants for legal education, which should be focused not only on repeating or reproducing theoretical material, but also on solving specially developed practical situations. The issue of increasing the duration of internships and effective cooperation between educational institutions and employers is also important. Improving the effectiveness of training specialists in the field of law through a proportional ratio of theoretical and practical content of the educational process in legal specialities is aimed at modernising the higher legal education model in Ukraine

Problems of Legal Education Reform in Ukraine

2020 ◽  
Vol 82 ◽  
pp. 70-77
Author(s):  
Maria Bilak
Keyword(s):  
United States ◽  
Education Reform ◽  
Education System ◽  
Legal Education ◽  
Current Situation ◽  
Approaches To Teaching ◽  
Law Schools ◽  
New Model ◽  
Main Ideas

The paper attempts to study the current situation of legal education reform in Ukraine. The main ideas of the new model of legal education in Ukraine were analyzed. The author made a comparison of Ukrainian legal education system with legal educations practices in United States, Poland and Germany. The main problems negatively influencing the quality of legal education such as corruption, disproportionally high number of law schools and outdated approaches to teaching were described.

scholarly journals LEGAL EDUCATION IN INDIA: PROBLEMS AND CHALLENGES

2012 ◽  
Vol 20 (1) ◽  
Author(s):  
B. C. Nirmal
Keyword(s):  
Education Reform ◽  
Legal Education ◽  
Law Students ◽  
Learning Needs ◽  
Legal Service ◽  
Law Schools ◽  
Service Market ◽  
Education In India ◽  
Induced Changes

This article makes some observations about legal education in India by locating it within a wider context of legal education reform that is taking place in Law Schools across the world in the wake of globalizationled and globalization-induced changes in the nature and needs of legal profession. For being both intellectually challenging and professionally relevant, legal education should be more responsible than ever before to the legal needs of the community national as well as international , and the learning needs of students to become professionally competent to play their role in an increasingly transnationalized legal service market. Any effort to restructure and reorient legal education to attain these goals will be an uphill task for any school. This article begins with exploring the implications of globalization for legal education and then turns to nature, aims and objectives of legal education. The article then looks at the possible changes required to be made in the existing curriculum for undergraduate law students in order to make the legal education more relevant and meaningful for its consumers. The focus then shifts to issues concerning methods of teaching, clinical experience and assessment of students. This article then considers issues arising from the proposal of the Bar Council of India to reduce the period of Masters programme and then builds a strong case for strengthening a research tradition in Law Schools. The focus then shifts to measures that are necessary to attract and retain better faculty and also to the regulatory role of the Bar Council of India in the field of legal education. The article concludes with some reflections on the promise of a different vision of legal education.

scholarly journals Legal Education Reform and the Good Lawyer

2014 ◽  
Vol 51 (4) ◽  
pp. 801 ◽  
Author(s):  
Alice Woolley
Keyword(s):  
Education Reform ◽  
Professional Identity ◽  
Legal Education ◽  
Law School ◽  
Legal Practice ◽  
Cautionary Note ◽  
Law Schools ◽  
Legal Doctrine ◽  
Large Lecture ◽  
Essential Function

The critics agree: law schools do it wrong. Stuck in early twentieth century practices that emphasize instruction in legal doctrine in large lecture halls, law schools fail to provide their students with the skills necessary to be practicing lawyers and to be marketable to prospective employers. They fail to instill in their students the “professional identity” necessary to achieve ethical legal practice. This article sounds a cautionary note with respect to those proposals for reform that reject the traditional emphasis on doctrinal teaching. In particular, and in contrast to the critics who view doctrinal learning as inconsistent with, or unrelated to, the creation of ethical lawyers, this article suggests that the emphasis on law in law school serves an essential function in creating ethical legal practice.

Imperativos y alternatives de la reforma de la educación jurídica en America Latina

1978 ◽  
Vol 6 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Rogelio Pérez Perdomo
Keyword(s):  
United States ◽  
Latin America ◽  
Education Reform ◽  
Latin American ◽  
Legal Education ◽  
The United States ◽  
Active Member ◽  
List Type ◽  
Latin American Countries

SummaryRogelio Pérez Perdomo is a Professor of Law at the Central University of Venezuela and an active member of the Latin American Council of Law and Development. A longstanding student of the purposes and methods of legal education, he has also made a special point to acquire knowledge about legal education in Europe and the United States.In this article Professor Pérez Perdomo discusses the inadequacies and shortcomings of the existing legal education programs in Latin America. He recognizes the growing awareness of such inadequacies on the part of many Latin American law teachers, and their dissatisfaction with the traditional systems and methods of law teaching. This dissatisfaction has generated many studies and discussions in the different Latin American countries, and it has also produced some changes and improvements. Professor Pérez Perdomo believes, however, that such changes fall significantly short of modern needs of adequate legal education. Concentrating on the situation in Venezuela, he compares it with current legal education innovations and developments in other Latin American countries, as well as in the major European countries and the United States.Professor Pérez Perdomo clearly admits his preference for further reforms of the legal education methods and programs in Venezuela (and, presumably, in other countries of Latin America). He views, however, student unrests as an invalid reason for such reforms because improvements must emerge from substantive needs rather than the temporary considerations of political expediency. Reforms must proceed from an appreciation of the true role of law and the legal profession.In a brief survey of the traditional and modern role of the law, especially its use as a vehicle for social and economic development, Professor Pérez Perdomo demonstrates the significance of their impact on legal education. Equally important, in his opinion, is the influence of foreign financial aid, e.g., the Ford Foundation, the International Legal Center, etc., which must have had a considerable impact on the emergence of new legal education trends. The effect of such influences has not yet been evaluated, but it is an important topic in any study of the effectiveness and desirability of international transfers of educational methods from one country to another. Thus, the United States legal education model encountered many difficulties in Latin America when the attempt was made to apply it there, and it can be used there only in a limited sense and in a significantly modified form.Professor Pérez Perdomo notes the following trends of legal education reform in Latin America: 1)The reorganization and “semestization” of law courses.2)The use of new teaching methods–tutorials, class discussions, working groups, and legal clinics–by various law schools in their efforts to enrich the content of their educational programs.3)The identification of the purposes and responsibilities of legal education in coordination with the general aims of law and the legal system.Professor Pérez Perdomo recognizes that many of these aspirations for reform are seriously affected by such factual limitations as, for example, the unfavorable numerical ratio of students to law faculty, inadequate teaching abilities of the professors, poverty and the small size of libraries, and the encumbersome administrative organization and fiscal procedure of universities. Despite these difficulties, Professor Pérez Perdomo is confident that the reform efforts will prevail and that many salutory improvements will eventually become evident in Latin American legal education.

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