Exploration on the mode of law undergraduate education in the background of judicial examination reform

Author(s):  
Jing-fang Zheng

Judicial examination has existed in our country for many years. For law students, the judicial examination is an important examination of their career. By the end of 2015, the state has put forward the objectives and tasks of improving the national legal professional qualification system. In August 2017, the judicial examination was reformed in the draft of the 8 judicial amendments, such as the Judge Law. This puts forward new requirements for the cultivation of the practical ability of law students. Judicial examination is an important link between law education and legal profession, and has an important influence on the undergraduate education of law. Legal education is an important part of higher education. It is an educational activity with the content of imparting legal knowledge, training legal thinking and cultivating qualified legal professionals. However, the cultivation of legal professionals is not the only goal of law education. Under the background judicial examination reform, it is necessary to explore the legal undergraduate education model, change the concept of legal education and cultivate national application talents.

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 450-479 ◽  
Author(s):  
Emma Jones

AbstractLaw has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous ‘thinking like a lawyer’. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.


2021 ◽  
Vol 49 (2) ◽  
pp. 63-71
Author(s):  
Dmytrychenko M ◽  
◽  
Tokin O ◽  
Kharchenko A ◽  
◽  
...  

The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.


Author(s):  
L Du Plessis

During (especially the latter half of) the previous century it was impressed on several generations of law students (mainly but not exclusively) at Afrikaans speaking law faculties in South Africa, to pride themselves on their “principled” legal education.1 Akin to (and indeed associated with) the paranormal knack of “thinking/reasoning like a jurist”, principled legal thinking was not really taught (or learnt), but sustained (like injuries) as a result of exposure to principled law teachers, enhanced by the ambiance of a principle-prone law faculty. In the impressionable, young minds thus shaped Begriffsjurisprudenz was principled legal thinking incarnate, and Germany the Valhalla2 for those forever true to it.


2019 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Dini Amalia Fitri

The Pancasila legal paradigm is a legal category that is unique to Indonesia, but is universally objective. This jurisprudence is based on God Almighty. This jurisprudence is loaded with the values of Almighty God and other values in the frame of the value of Almighty God. The existence and existence of this legal knowledge for the people of Indonesia is a gift. To change the paradigm of higher education in the field of law, it must start by changing education fundamentally as a dynamic subject of the reality of people's lives so that understanding of law becomes holistic, visionary, and meaningful. One way to elevate Pancasila as the nation's identity and be known by the nations of the world, is by practicing the values contained in the five principles, by synergizing Pancasila values with the legal education curriculum in Indonesia, so that it will produce law graduates who live the values of Pancasila.


Legal Studies ◽  
1999 ◽  
Vol 19 (4) ◽  
pp. 445-467 ◽  
Author(s):  
N K Sam Banks

Considering whether law students receive a legal education that is meaningful and relevant to them raises interesting questions about what education is, what it's for, how we teach, how we learn and, essentially, how we know what we know. This article examines ideology and the law lecturer and student, and how these intersect, interact and conflict to inform the teaching, learning and understanding of law. These are not inconsequential questions considering the range of diversity among students now studying law. These issues are explored by examining the purposes of legal education in light of the overall objectives of higher education. The article then looks at the impact of ideology on our understanding of the world in general and of law in particular, and how ideology influences how we learn and what we learn. The manner in which ideology influences a particular interpretation of information, and especially legal information, is explored, as are the consequences to those outside that ideological and interpretive commonality. Thus, it is argued that some groups of students are excluded from a legal education that is meaningful and relevant to them. Lastly, the article considers ways in which law may be understood and taught otherwise to reflect both our students' reality and the social context in which law operates.


2021 ◽  
Vol 5 (1) ◽  
pp. 94-131
Author(s):  
Keren Lloyd Bright ◽  
Maria McNicholl

There is a massive unmet need for legal knowledge in prisons. The Open University Law School, through its Open Justice Centre, has trialled various ways in which to meet this unmet need. Most prison-university partnerships in England and Wales follow a model of prisoners and university students being taught together as one group in a traditional higher education learning format. The Open University Law School’s public legal education in prisons follows instead the Street Law model to disseminate knowledge of the law throughout a prison, either through prison radio or through the work of the charity St Giles Trust. While this article confirms other research findings which evidence the personal benefit law students derive in researching and delivering audience-appropriate public legal education, it also considers the benefit for those imprisoned in the context of rehabilitative prison culture.


Author(s):  
Ulrike Quapp ◽  
Klaus Holschemacher

Higher education in the field of civil engineering and architecture is demanding and time-consuming. Besides subject related topics, most modern study programs also contain courses in other disciplines such as languages, ethics or law. Nevertheless, while elaborating a curriculum sometimes it is discussed controversially if the valuable study time should be spent with teaching law contents rather than use it for subject specific courses. The question is whether legal knowledge is required for civil engineers and architects to work professionally. The authors analyzed the professional competences and skills civil engineers and architects should have. They examined existing alumni reviews and carried out new surveys among participants of two conferences. The objective was to obtain more information about the worth of teaching law topics in civil engineering and architecture education as well as the need of legal knowledge in the professional life. The authors concluded that teaching legal topics is necessary and helpful for civil engineering and architecture graduates to work professionally. Most of the asked professionals agreed with that statement and desired additional law education in their professional life. However, the paper also shows differences between the two professional groups. Thus, more architects than civil engineers recommended teaching legal topics and were interested in continuing legal education.


2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr K Parameswaran

Law and psychology have a deep connection. Its connections come from various common elements between them. Three common elements that stand out among others bear a complementary impact between law and psychology. They are; ‘adherence’ to law and legal system by society, ‘understanding’ the needs of society by State Legislature, and finally pedagogical methods in legal education whereby legal ‘knowledge’ is transferred to law-students in society. All three common elements namely ‘adherence, understanding and knowledge’ have psychological dimensions affecting divergent roles and functions of law. However, the important role played by legal pedagogy among these three elements is crucial as legal ‘knowledge’ shapes the other two elements namely ‘adherence and understanding’. Legal knowledge when transferred through effective legal pedagogy enhances ‘adherence’ to law and legal system by society and ‘understanding’ for the State of its legislative duties. Through this, nobler goals of legal education as well as Constitutional functions of State and its legislature are also fulfilled. This article explores the interface between law and psychology by analysing the psychology of legal pedagogy, its effective steps to lead law, life and society towards peace, progress, prosperity and stability through law-teaching.


2015 ◽  
Vol 10 (2) ◽  
pp. 233
Author(s):  
Sartono Sahlan ◽  
Suhadi Suhadi ◽  
Saru Arifin

Kompetisi di pasar kerja saat ini menuntut mutu lulusan yang tidak saja memiliki kemampuan akademik yang kuat, melainkan juga alumni yang memiliki nilai tambah khususnya keterampilan di bidang ilmu yang dipelajarinya. Dalam kaitan ini, alumni Fakultas Hukum sejatinya adalah dipersiapkan untuk menjadi professional di bidang hukum, yakni menjadi praktisi hukum yang memiliki kemampuan teoretik yang baik serta keterampilan hukum yang sesuai dengan kebutuhan dunia kerja. Namun sayangnya, model pendidikan hukum yang ada selama ini masih terasa kurang berimbang dikarenakan masih dominan mengajarkan teori-teori hukum saja kepada mahasiswa, sehingga penguatan keterampilan hukum mahasiswa perlu dijembatani dengan penambahan program pendidikan lanjutan. Penelitian ini bertujuan untuk menganalisis alasan-alasan pentingnya program pendidikan hukum lanjutan bagi mahasiswa Fakultas Hukum UNNES; jenis-jenis program pendidikan lanjutan apa saja yang dibutuhkan, serta faktor-faktor pendukung apa saja yang diperlukan. Jenis penelitian ini merupakan penelitian eksplanatif dan juga eksploratif. Hasil penelitian ini menunjukkan bahwa Program Pendidikan lanjutan bagi mahasiswa Fakultas Hukum UNNES dikarenakan porsi teori dalam proses perkuliahan masih sangat dominan. Oleh sebab itu jenis-jenis kebutuhan pendidikan lanjutan yang dibutuhkan mahasiswa adalah pemagangan yang sesuai dengan kebutuhan mahaiswa, training kontrak-kontrak hukum dan legal drafting. Untuk mencapai kesuksesan dalam program pendidikan lanjutan tersebut dibutuhkan proporsi tenaga pengajar dari unsur praktisi yang lebih banyak serta revitalisasi fungsi dan peran laboratorium hukum.<br /><br /><br /><em>Competition in today’s job market demands quality graduates who not only have strong academic skills, but also graduates who have skills in particular added value in the field of science studies. In this regard, the alumni of the Faculty of Law actually are prepared to become professionals in the field of law, such as a legal practitioner who has the theoretical capability as well as legal skills that fit the needs of the working world. Unfortunately, the existing legal education model for this is still noticeably less balanced due to the still dominant legal theories taught only to students, thus strengthening legal skills students need to be bridged by the addition of further education programs. This study aimed to analyze the reasons interests of advanced legal education program for students of the Faculty of Law UNNES; the types of continuing education program of what is needed, as well as factors supporting whatever is needed. This research is an explanatory research and exploratory. Results of this study showed that advanced education program for law students UNNES due to the portion of theory in the lecture are still very dominant. Therefore, the types of continuing education requirements that students need is apprenticeship in accordance with the needs mahaiswa, training contracts and legal drafting laws. To achieve success in the continuing education program required proportion of teachers of the elements that more practitioners and revitalize the functions and role of the legal laboratory. </em><br /><br />


Author(s):  
Antonina Bobkova ◽  
Andrii Zakharchenko ◽  
Yevheniia Lypnytska ◽  
Yuiliia Pavliuchenko ◽  
Inna Lekhkodukh

The aim of the research paper is to suggest the proposals on improving approaches to the formation of special competencies of law students for their preparedness to legal support of economic activity. The article focuses on the shortcomings of the legal education system, which lay in the lack of applied skills of the graduate students, as well as their insufficient ability to apply theoretical knowledge, which they acquired, in practice. One of the reasons for this state of training of future lawyers is the predominance of traditional forms of teaching specialized legal disciplines. The study concluded that the list of special competencies contained in The Standard of higher education of Ukraine on specialty «Law» was not sufficiently specific, because it does not focus on the competencies, directed specifically to work in economic field. Based on the analysis of the specialties of legal practice in economic field, a basic list of such special competencies is proposed. One of the ways of forming special competencies of law students using the method of analysis of video recording of the broadcast of trial proceedings on the example of the academic discipline «Economic Procedural Law» is illustrated in the paper. 


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