Legal Education in Taiwan: Evolution and Innovation

2016 ◽  
Vol 3 (2) ◽  
pp. 247-260 ◽  
Author(s):  
Chih-Chieh LIN ◽  
Mong-Hwa CHIN ◽  
Shang-Jyh LIU
Keyword(s):  
Civil Rights ◽  
Social Enterprise ◽  
Traditional Approach ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Legal Professionals ◽  
The Past ◽  
Civil Rights Movements ◽  
Experimental Approaches

AbstractTaiwanese legal education is undergoing transformation and diversification. While the traditional approach to legal education has produced legal professionals who have led civil rights movements and contributed to the democratization of Taiwan, it has failed to meet the challenges of today’s world. Under globalization, Taiwanese industries and society now require lawyers capable of solving transnational legal disputes and legal issues regarding developments in technology and changes in society. However, these new challenges also provide law schools in Taiwan with an opportunity to apply experimental approaches, to innovate legal education. This essay describes the past and present state of legal education in Taiwan, especially its development since the government’s failed attempt at reform. Furthermore, it introduces the successful example of National Chiao Tung University’s Law School—a new law school that has developed a creative model of “innovation hub” and “social enterprise” that is transforming Taiwan’s legal education.

The State of Legal Education in Japan: Problems and “Re”-Renovations in JD Law Schools

2016 ◽  
Vol 3 (2) ◽  
pp. 213-225 ◽  
Author(s):  
Nobuyuki SATO
Keyword(s):  
Community Service ◽  
Legal Education ◽  
Law School ◽  
Pass Rate ◽  
Judicial Reform ◽  
Legal Service ◽  
System Reform ◽  
Law Schools ◽  
Legal Professionals ◽  
Considerable Pressure

AbstractIn Japan, the Juris Doctor (JD)-style law-school system was introduced in 2004 as part of a judicial system reform. As of late, this system seems to have become dysfunctional. The pass rate of the national bar exam (NBE) is around 20% every year, and the NBE puts students are under considerable pressure. “Re”-renovation of legal education is, thereby, a huge and pressing issue. Reducing the number of JD students could be a quick solution to the current problems. However, this is not enough, nor is it good for fostering legal professionals “rich both in quality and quantity” (the second aim of the judicial reform). Legal education should go beyond the NBE. The Japanese government and law schools have just begun to re-renovate legal education, giving priority to three challenges: (1) offering continuous legal-education programmes for practitioners; (2) enhancing community service and supporting career development of graduates in the new legal service area; and (3) internationalization. How can the Japanese legal-education system go beyond the NBE? Re-renovation deserves continued attention.

Law School Accreditation Standards and the Structure of American Legal Education

1978 ◽  
Vol 3 (03) ◽  
pp. 515-543 ◽  
Author(s):  
Donna Fossum
Keyword(s):  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Law Schools ◽  
The Past ◽  
Accreditation Standards ◽  
History Of ◽  
Part Time ◽  
The Law ◽  
School Accreditation

In the past 50 years, eligibility for admission to the bar has come to depend increasingly on the accreditation status of the law school attended. The author traces the history of the American Bar Association's law school accrediting standards and their impact on part-time and proprietary law schools, presents the results of a study of the ABA standard prohibiting the accreditation of proprietary law schools, and discusses ramifications for legal education and the legal profession.

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

scholarly journals A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence: Assessment Using Standardized Patients/Standardized Clients

2014 ◽  
Vol 14 ◽  
pp. 61 ◽  
Author(s):  
Antoinette Sedillo Lopez ◽  
Cameron Crandall ◽  
Gabriel Campos ◽  
Diane Rimple ◽  
Mary Neidhart ◽  
...  
Keyword(s):  
Best Practices ◽  
Legal Education ◽  
Standardized Patients ◽  
Law School ◽  
Learning Objectives ◽  
Carnegie Foundation ◽  
Law Schools ◽  
Knowledge And Skills ◽  
Education Association ◽  
Standardized Clients

<p>Assessment of skills is an important, emerging topic in law school education. Two recent and influential books, Educating Lawyers published by the Carnegie Foundation and Best Practices in Legal Education, published by the Clinical Legal Education Association have both suggested dramatic reform of legal education. Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives  and assessing knowledge and skills in standardized situations based on specific criteria, rather than simply comparing students’ performances to each other. </p>

scholarly journals Law School as Social Innovation

2017 ◽  
Vol 48 (2) ◽  
pp. 225
Author(s):  
Lorne Sossin
Keyword(s):  
Student Learning ◽  
Public Interest ◽  
Social Innovation ◽  
Learning Experience ◽  
Legal Education ◽  
Rapid Change ◽  
Law School ◽  
Legal Knowledge ◽  
Law Schools ◽  
The Face

Legal education is in the midst of a range of challenges and disruptions. This address outlines these dynamics, and explores the potential of social innovation as a model for law schools which both responds to current challenges and enhances resilience in the face of disruption. By reframing legal education as facing outward, and advancing its public interest mandate through partnerships, collaboration and academic initiatives designed to solve social problems, law schools can enhance the student learning experience, generate new forms of legal knowledge and thrive at a time of rapid change. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 8 July 2016.

scholarly journals A NEW MINORITY? International JD Students in US Law Schools

2019 ◽  
Vol 44 (03) ◽  
pp. 647-678 ◽  
Author(s):  
Swethaa S. Ballakrishnen ◽  
Carole Silver
Keyword(s):  
International Students ◽  
Minority Students ◽  
Minority Group ◽  
Legal Education ◽  
Institutional Context ◽  
Law School ◽  
Law Schools ◽  
School Environments ◽  
Ways Of Being ◽  
International Status

This Article reveals the significance of a new and growing minority group within US law schools—international students in the Juris Doctor (JD) program. While international students have received some attention in legal education scholarship, it mostly has been focused on their participation in the context of programs specially designed for this demographic (e.g. postgraduate programs like the LLM and SJD). Drawing from interview data with fifty-eight international JD students across seventeen graduating US law schools, our research reveals the rising importance of international students as actors within a more mainstream institutional context. In examining the ways these students navigate their law school environments, we find that although international status often impacts identity and participation, not all students encounter its impact similarly. Particularly, while some students use the identity to their advantage, others cannot escape negative implications, even with effort. This is consistent with other scholarship on minority students, and adds to a growing literature that uses their socialization experiences to better understand professional stratification. To unpack these different ways of “being international,” we borrow from Goffman’s theorization of stigma to suggest illustrative variations in the ways international students experience their environments. In doing so, we offer an introductory landscape to better understand this growing population and hope this enables new insights to theorize about other kinds of minority experience.

Innovation and Disruption: Exploring the Potential of Clinical Legal Education

2020 ◽  
Vol 27 (3) ◽  
pp. 5-32
Author(s):  
Mary Anne Noone
Keyword(s):  
Digital Technology ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Access To Justice ◽  
Law Schools ◽  
Government Decision ◽  
Growing Body ◽  
Clinical Program ◽  
Real Challenge

It’s a great privilege to deliver this year’s Susan Campbell Oration. I, like many others, had the pleasure of working with Sue on a range of activities. In 2007, Sue conducted a review of the La Trobe Law School Clinical program which was instrumental in helping ensure the program remained an integral aspect of the La Trobe University law course. I hope what I have to say honours Sue’s memory and her contributions to legal education and clinical legal education in particular2.  My focus in this presentation is on how Australian clinical legal education responds to the various innovations and disruptions occurring in the legal arena. The scope and breadth of innovations is mindboggling. There are many predictions about what the future holds for the legal profession, from gloom and doom to utopia, and there is a growing body of literature discussing the implications for the legal profession and legal education. In reality, it is impossible to envisage what the legal world will look like in ten years let alone thirty and that poses a real challenge for those involved in legal education, including clinical legal education. How best to prepare today’s students for the unknown future?  Given that I have no expertise in digital technology and am certainly not a futurologist my comments relate to those areas about which I have some background: access to justice, social security and clinical legal education.  I briefly outline the variety and scope of innovations occurring in the legal world, discuss two related aspects namely access to justice and government decision making, using the example of Robodebt, and then examine the potential for clinical legal education in these disruptive times. I argue that clinical legal education is well placed to take a more central role in Australian law schools and the training of 21st century legal workers. 

The Proliferation of Case Method Teaching in American Law Schools: Mr. Langdell's Emblematic “Abomination,” 1890-1915

2006 ◽  
Vol 46 (2) ◽  
pp. 191-247 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Case Method ◽  
Law Schools ◽  
American Higher Education ◽  
American Law ◽  
Law Professors

Case method teaching was first introduced into American higher education in 1870 by Christopher C. Langdell (1826-1906) of Harvard Law School (HLS), where it became closely associated with—and emblematic of—a set of academic meritocratic reforms. Though regnant today, “the ultimate triumph of [Langdell's] system was not apparent” for many years. The vast majority of students, alumni, and law professors initially derided it as an “abomination,” and for two decades case method and the associated reforms were largely confined to Harvard. During the subsequent twenty-five years between 1890 and 1915, a national controversy ensued as to whether case method teaching—and the concomitant meritocratic reforms—would predominate in legal education and, ultimately, professional education in the United States.

scholarly journals Candor and the Politics of Law Teaching

2014 ◽  
Vol 99 ◽  
pp. 27-33
Author(s):  
Paul Campos
Keyword(s):  
Labor Market ◽  
Graduation Rates ◽  
Legal Education ◽  
Law School ◽  
The Past ◽  
American Law ◽  
School Graduation ◽  
Ethical Obligations

Over the past 25 years, the price of legal education has skyrocketed, while the labor market for new attorneys has contracted sharply relative to law school graduation rates.  This article addresses the ethical obligations law teachers owe their students as a consequence of the crisis of the contemporary American law school.

scholarly journals Law School Learning Outcomes: Legal English Course Contribution

2021 ◽  
Vol 66 (1) ◽  
pp. 135-146
Author(s):  
Elena Vyushkina
Keyword(s):  
Learning Outcomes ◽  
Legal Education ◽  
Oral Communication ◽  
Professional Associations ◽  
Field Studies ◽  
Law School ◽  
Law Schools ◽  
Legal Writing ◽  
American Law ◽  
Russian Law

Abstract Standards of professional legal education are developed by different organizations: in some countries these are governmental bodies, in others these are professional associations. Apart from a country these standards include Learning Outcomes which shape law schools’ curricula. Both American and European standards mention, to different extent, written and oral communication in the legal context, but a number and contents of subjects directed at developing and mastering professional communicative competency differ a lot. There are disciplines totally devoted to the competency named (e.g. legal writing) as well as courses in which communicative skills are an integral constituent for their successful completion (e.g. basis of negotiations/mediation/client consultation). The article goal is to find a place and role of a Legal English (LE) course in achieving learning outcomes connected with professional communicative competence. The methodology incorporated desk and field studies. The literature review is aimed at identifying current state of affairs in American law schools, as they provide first-class legal education recognized all over the world, and in Russian law schools, as the author works in this system and is interested in its development. A questionnaire was designed to explore Russian law school graduates’ assessment of practicality of subjects they had studied for their professional activities. The analysis of literature and Internet sources allowed to specify the ways of teaching written and oral communication in American law schools and to highlight the situation in Russian legal education. It shows that the Russian system is characterized by predominance of teaching theory of substantive and procedural rules of law and lack of curriculum disciplines aimed at cultivating skills and competencies. A survey of Russian law schools’ recent graduates indicates that most of communicative, in a broad sense, skills, which they use in their everyday work, were obtained within their LE classes. So, complementing a LE course with modules devoted to different aspects of legal writing and specific patterns of lawyer-client, lawyer-lawyer, lawyer-judge communication will definitely contribute to achieving learning outcomes which are put forward by legal education standards.

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