Adoption and Implementation of Clinical Legal Education Programmes in the Indonesian Legal Education System

2020 ◽  
pp. 232200582096120
Author(s):  
Saru Arifin ◽  
Bayangsari Wedhatami ◽  
Riska Alkadri
Keyword(s):  
Education System ◽  
Core Curriculum ◽  
Public Speaking ◽  
Legal Education ◽  
Extracurricular Activity ◽  
Education Curriculum ◽  
Legal Doctrine ◽  
Learn Theory ◽  
Adoption And Implementation ◽  
Optimal Implementation

Legal education in Indonesia has followed a traditional model, focusing on the rote transfer of legal doctrine. Students are taught legal theories and sources of law but not how to critically apply the law in concrete real-world scenarios. Consequently, law graduates tend to be unprepared for the workforce, which is a regular complaint of employers. To overcome this impediment, some law faculties in Indonesia adopted clinical legal education (CLE) as a ‘new method’ in the legal education system, whereby students not just learn theory but also gain practical legal experience. This article analyses the adoption of the model and methods of applying CLE to legal education in Indonesia. This study uses the doctrinal research method with a qualitative approach. It is found that the adoption of CLE in Indonesia is diverse; some programmes include it in the core curriculum, while others make it an extracurricular activity. CLE programmes generally use three of six methods, namely street law, advocacy and internship. The differences in the three methods of CLE directly influence their success, exposing participants to interaction with live clients, public speaking and networking. This article recommends that in order to achieve the optimal implementation of CLE, uniformity of the CLE adoption model in Indonesia’s legal education curriculum is needed.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

scholarly journals KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME

2019 ◽  
Vol 7 (2) ◽  
pp. 61-86
Author(s):  
Zainal Lutfi
Keyword(s):  
Education System ◽  
National Curriculum ◽  
Point Of View ◽  
The Other ◽  
Normative Belief ◽  
Islamic Education ◽  
Education Curriculum ◽  
Curriculum Model ◽  
Other Hand ◽  
The World

This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people to distrust the world of education in developing the character and ethics of children. The vote of disbelief is getting stronger with the emergence of the National curriculum model which gives a greater portion of general subjects than religious subjects. This paper is a criticism of the development of the world of education in Indonesia, with the hope that education stakeholders make changes to the education system and the applicable curriculum.

scholarly journals Reforming the Vietnamese Legal Education system: possibilities and perspective

2016 ◽  
Vol 23 (2) ◽  
pp. 48
Author(s):  
Ai Nhan Ho
Keyword(s):  
Education System ◽  
Legal Education ◽  
Font Size ◽  
Potential Option

<span style="font-family: 'Palatino Linotype','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-AU; mso-fareast-language: VI; mso-bidi-language: AR-SA;" lang="EN-AU">This paper discusses the demand and various possibilities for the reform of Vietnamese legal education. </span><span style="font-family: 'Palatino Linotype','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: VI; mso-bidi-language: AR-SA;" lang="EN-US">A particular emphasis will be placed on clinical legal education (CLE) as a potential option for this reform.</span>

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.

Teaching Legal Research in Canadian Law Schools: Are We Meeting the Needs of the Profession?

2010 ◽  
Vol 10 (2) ◽  
pp. 98-101 ◽  
Author(s):  
John Eaton
Keyword(s):  
Education System ◽  
Legal Education ◽  
Hard Copy ◽  
Law Schools ◽  
Legal Research ◽  
Research Skills ◽  
Canadian Law ◽  
University Of Manitoba ◽  
The University ◽  
Electronic Sources

AbstractIn this philosophical article John Eaton from the University of Manitoba recounts the current legal education system in Canada and reflects on the issues involved in teaching legal research skills, including problems with where to base the training within the curriculum, and difficulties encountered in the migration from hard copy research, to current students' predilections for using electronic sources. Whilst based on the Canadian process his article has a wider application in relation to the “Google-generation” of students.

scholarly journals Crisis of decolonising education: Curriculum implementation in Limpopo Province of South Africa

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Mavhungu E. Musitha ◽  
Mavhungu A. Mafukata
Keyword(s):  
South Africa ◽  
Public Administration ◽  
Education System ◽  
Limpopo Province ◽  
Policy Statement ◽  
Education Curriculum ◽  
Social Scientists ◽  
Effective Implementation ◽  
Key Informant ◽  
Vhembe District

There is a consensus amongst social scientists and public administration practitioners about the importance of decolonising the education system in Africa and South Africa. Decolonising the education system is viewed as a catalyst to create human capital that will promote economic development to end the scourge of poverty. This study was undertaken to evaluate the effectiveness of the implementation of Curriculum and Assessment Policy Statement (CAPS) as a tool of decolonising from 2014 to 2016. This is a qualitative and descriptive study based on literature, and key informant interviews (KIIs) were used to gather data. This study has, however, found that implementation of CAPS in Limpopo Province is in a state of crisis. While there are many factors that contribute to this crisis, non-delivery of textbooks to schools remains a crucial factor. Civil society and media have been found to be key in playing oversight role in forcing the state to be accountable by taking it to court to deliver textbooks. However, this study recommends that Vhembe district should be used as a model for the province for effective implementation of CAPS.

scholarly journals Transformation of Legal Education in Indonesia Based on Social Justice

2020 ◽  
Vol 13 (1) ◽  
pp. 143
Author(s):  
Otong Rosadi ◽  
Awaludin Marwan
Keyword(s):  
Social Justice ◽  
Clinical Education ◽  
Education System ◽  
Legal Education ◽  
Law Students ◽  
The Other ◽  
Short Term ◽  
Legal Studies ◽  
Law And Justice ◽  
Compulsory Subject

The transformation of legal education in Indonesia has become the study and anxiety of many legal experts in Indonesia. Legal education is seen as only producing law graduates who are no more legal craftsmen. Legal education ignores the ideologization of social justice values. Therefore, the transformation of higher legal education in Indonesia absolutely must be done by first carrying out an inventory of the main problems in the legal education system in Indonesia. This article attempts to perform an analysis of the description of the main problems in the legal education system and the steps that should be taken to hasten the transformation of higher legal education in Indonesia. Changes in the Legal Studies Curriculum and the transformation of the learning process that is more oriented towards humanizing lecturers and students have become an urgent need. One of the short-term offers is to make Legal Clinical Education as a compulsory subject in the Legal Studies Program. Whereas the other offer is transformation the Legal Studies Curriculum, Legal Learning Methods and Processes that are oriented in mastering the legal knowledge, legal skills, and law students&#39; alignments on issues of law and justice.

scholarly journals Legal Education and Clinical Legal Education in Poland

2014 ◽  
Vol 13 ◽  
pp. 47 ◽  
Author(s):  
Izabela Krasnicka
Keyword(s):  
Higher Education ◽  
Education System ◽  
Legal Education ◽  
Bologna Process ◽  
Law School ◽  
Present System ◽  
Study Program ◽  
Higher Education System ◽  
Polish Law ◽  
The Bologna Process

<p>The aim of this paper is to present the existing legal education system and development of clinical legal education in Poland. The first part briefly introduces the general Polish higher education system including the implications of the Bologna Process and other challenges for the law faculties as higher education institutions. It then focuses on the five different apprenticeships necessary to obtain license to practice law in Poland. The second part deals with the study program and teaching methods used at Polish law faculties. It argues that the present system does not meet the requirements of the contemporary legal job market as students are not, as a rule, exposed to practical aspects of legal problems and leave law school without training in the necessary skills. The third and most extensive part is dedicated to the legal clinics operating in Poland. Some statistical data is presented on legal clinics (i.e. numbers of students, teachers, cases etc.). This part also discusses basic clinical methodology instruments used in Polish clinics. Finally it describes the establishment of the Polish Legal Clinics Foundation (Foundation), its goals, tasks, challenges and<br />achievements.</p>

scholarly journals Curriculum 4.0: Adoption of Industry Era 4.0 as Assessment of Higher Education Quality

2020 ◽  
Vol 14 (3) ◽  
pp. 297
Author(s):  
Chandra Lukita ◽  
Suwandi Suwandi ◽  
Eka Purnama Harahap ◽  
Untung Rahardja ◽  
Chairun Nas
Keyword(s):  
Human Resources ◽  
Education System ◽  
Swot Analysis ◽  
Education Quality ◽  
Analysis Method ◽  
Education Curriculum ◽  
Literature Study ◽  
Education Management ◽  
Higher Education Quality ◽  
Comprehensive Curriculum

Indonesia is the 4th largest country in Southeast Asia with a population of 262 million which needs to be considered the success rate of its human resources, because of a strong country that has a strong foundation, one example is the intelligence of human resources. Global competition proves that HR requires strong competence in all fields, generally in the field of technology. However, the lack of equitable education, as well as the conventional education system, makes the country of Indonesia far behind compared to other neighboring countries. The challenge of this 4.0 era is an opportunity to bring up the development of a combination of Industry 4.0 and the education curriculum in Indonesia. There are four issues why the Indonesian education system and curriculum needs to be reviewed. Where there is a literature study and SWOT analysis method used as a reference in solving problems and there is a significant scope. In this paper, competencies are needed to enable success between the integration of education management and the industrial era 4.0 which will be discussed and analyzed based on the facts and reality of the education system in Indonesia which can then be presented in a comprehensive curriculum.

scholarly journals Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)

FONDATIA ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 27-41
Author(s):  
Muhamad Ghazali Abdah
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Learning Model ◽  
Islamic Education ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Modern Times ◽  
Educational Processes

The curriculum is an inseparable part of an education system, because it is one component in determining the achievement of a goal. Likewise the Islamic religious education curriculum (PAI) also has a very central role in various educational processes in order to achieve the direction and purpose of Islamic education itself. Islamic education aims to develop all the potential that humans have based on the Shari'ah of Islam. However, the PAI curriculum in fact, still holds problems in life, for example the learning model is still dogmatic, repository and overlapping, and the religious concepts taught have no relevance in life in modern times today. Educators and all education staff are required to truly be able to understand the curriculum and be able to develop it. In developing an Islamic religious education curriculum (PAI) certain approaches are needed, so that the curriculum developed can lead students towards the desired changes. Educators can choose a number of approaches that are appropriate to their learning model and of course by paying attention to the characteristics of Islamic religious education itself. Among the approaches that can be used in curriculum development there are four, namely: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can later be implemented by various PAI teachers in the teaching and learning process in schools.

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