scholarly journals Kebutuhan Program Continuing Legal Education bagi Mahasiswa Fakultas Hukum

2015 ◽  
Vol 10 (2) ◽  
pp. 233
Author(s):  
Sartono Sahlan ◽  
Suhadi Suhadi ◽  
Saru Arifin
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Science Studies ◽  
Legal Education ◽  
Further Education ◽  
Law Students ◽  
Added Value ◽  
Education Model ◽  
Working World

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 />

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 Analysis of Non-formal Education (NFE) Needs in Schools

2020 ◽  
Vol 6 (1) ◽  
pp. 69-76
Author(s):  
Widodo Widodo ◽  
Widya Nusantara
Keyword(s):  
Quantitative Analysis ◽  
Training Program ◽  
Education Program ◽  
Subject Matter ◽  
Program Analysis ◽  
Formal Education ◽  
Added Value ◽  
Synergistic Relationship ◽  
Positive Character

The research objective is to determine the role of Non-formal Education (NFE) programs in schools and children’s interest in Non-formal Education The study uses a quantitative analysis approach. The results show there is a holistic and synergistic relationship between Non-formal Education and schools. The interest of students who take the Non-formal Education program at school is “optional”, there is no compulsion, according to students’ interests, is entertaining, gives “added value” to children. NFE program analysis that strengthens the character of children includes; sports specialities strengthen the character of sportsmanship, tenacity and courage. An additional program of subject matter reinforces the character of diligent learning. The culinary training program strengthens character not to give up and the Islamic arts program strengthens creative character. Non-formal education is really needed to support the character in extracurricular in formal education NFE program in schools is very useful to provide reinforcement of positive character and even become a “must” so that students’ character develops well.

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

2021 ◽  
pp. 002072092110052
Author(s):  
Jing-fang Zheng
Keyword(s):  
Higher Education ◽  
Undergraduate Education ◽  
Legal Education ◽  
Law Students ◽  
Educational Activity ◽  
Legal Knowledge ◽  
Professional Qualification ◽  
Legal Professionals ◽  
Legal Thinking ◽  
Education Model

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.

scholarly journals The Status of Shari’ah in the Nigerian Legal Education: An Appraisal of the Role of Madaris

2016 ◽  
Author(s):  
Ibrahim Abikan Abdulqadir ◽  
Hussein Ahmad Folorunsho
Keyword(s):  
Social Services ◽  
Basic Education ◽  
Islamic Law ◽  
Legal Education ◽  
Law Students ◽  
Degree Programs ◽  
Admission Requirements ◽  
The Status ◽  
Level Of Training

The stiff competition between the English Common Law and the Shari'ah (Islamic Law) throughout the colonial administration in Nigeria to date, has created a gap between the need for expertise in Shari'ah in the nation’s social and judicio-legal environment and the level of training provided by the Nigerian legal education system. This article studies the gap and contends that the Shari'ah content of the curriculum of the institutions offering Common and Islamic Law in particular, is not sufficient to enable its graduates to suitably handle the legion of Islamic legal matters in all levels of courts and other social services in the country. The madaris (Islamic Basic Schools) that should provide basic education to the LL.B Shari'ah or LL.B Common and Islamic law students are disintegrated from the mainstream of the admission requirements for the undergraduate degree programs. It concludes that unless the string between the madÉris and the degree awarding institutions is connected, great disservice will continue to be done not only to the Islamic legal and judicial system but also to the cause of justice.

Role of Clinical Legal Education in Social Justice in Nigeria

2017 ◽  
Vol 5 (1) ◽  
pp. 88-98
Author(s):  
Olanike S. Adelakun-Odewale
Keyword(s):  
Social Justice ◽  
Education System ◽  
Legal Education ◽  
Legal Profession ◽  
Law Students ◽  
The Public ◽  
Education Training ◽  
The Impact

Very few faculties of law in Nigerian universities that offer law programme have established law clinics that offer live-client services to the public as part of their legal education training. Across the border, clinical legal education is gaining more popularity by the day as a tool to imbibe the necessary skills in students to become sound legal practitioners. This article assesses the impact of law clinics on the skills of law students to enable them handle effectively the demands of the legal profession. The article analyses the correlation between law clinics that provide services to live clients and the skills acquired vis-à-vis the performance of student clinicians. The article recommends the need to integrate live-client law clinics into the mainstream legal education system in Nigeria.

The Role of Law School in Balancing a Lawyer's Personal and Professional Life

1982 ◽  
Vol 10 (1) ◽  
pp. 57-79 ◽  
Author(s):  
Lawrence Dubin
Keyword(s):  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Professional Life ◽  
Professional Fulfillment ◽  
Significant Conflict

A significant conflict in the lives of lawyers is the balancing act between the competing needs for personal and professional fulfillment. Legal education and the realities of law practice have further exacerbated this dilemma. The author examines how legal education adversely affects its students in this regard, and offers suggestions for helping law students to meet the challenge of effectively balancing personal and professional pursuits.

scholarly journals Forgotten? The Role of Graduate Legal Education in the Future of the Law Faculty

2014 ◽  
Vol 51 (4) ◽  
pp. 761
Author(s):  
Rosalie Jukier ◽  
Kate Glover
Keyword(s):  
Legal Education ◽  
Law Students ◽  
Graduate Studies ◽  
Legal Studies ◽  
Canadian Law ◽  
Law Faculty ◽  
The Future ◽  
The Law ◽  
The University

In this article, the authors argue that the longstanding trend of excluding graduate studies in law from the discourse on legal education has detrimental effects on both the discourse and the future of the law faculty. More specifically, disregarding graduate legal education is at odds with the reality of graduate studies in Canadian law faculties today, ignores the challenges of graduate programs in law, and perpetuates inaccurate distinctions about both the career aspirations of law students and the relationship between undergraduate and graduate legal studies. In the authors’ view, these concerns can be overcome by reframing the discourse. Once the purpose of legal education is understood to be the cultivation of jurists and the law faculty is seen as an integrated whole of people, place, and program, graduate legal education moves easily into the discussion on the future of the law faculty. Including graduate studies in the discourse is an opportunity to explore, and be hopeful about, the institutional missions of law faculties and their place in the university, the optimization of legal education at all levels, and the methods by which participants in graduate studies should fulfill their responsibilities to the future of the discipline.

The Role of Legal Education in Producing Psychological Distress Among Law Students and Lawyers

1986 ◽  
Vol 11 (2) ◽  
pp. 225-252 ◽  
Author(s):  
G. Andrew H. Benjamin ◽  
Alfred Kaszniak ◽  
Bruce Sales ◽  
Stephen B. Shanfield
Keyword(s):  
Normal Population ◽  
Legal Education ◽  
Well Being ◽  
Brief Symptom Inventory ◽  
Law School ◽  
Law Students ◽  
Self Report ◽  
School Subjects ◽  
Affect Adjective

The anecdotal literature suggests that the process of legal education impairs the maintenance of emotional well-being in law students. The purpose of this article is to present the results of a cross-sequential research design that empirically assessed the validity of this hypothesis. Data were collected, using four standardized self-report instruments (Brief Symptom Inventory, Beck Depression Inventory, Multiple Affect Adjective Checklist, and Hassle Scale) on subjects before and during law school and after graduation. Before law school, subjects expressed psychopathological symptom responses that were similar to the normal population. Yet during law school and after graduation symptom levels were significantly elevated. The implications of these results are presented.

Promoting a Public Service Ethic in the Legal Profession in Kenya: The Imperative Role of Clinical Legal Education

2020 ◽  
Vol 64 (2) ◽  
pp. 173-198
Author(s):  
Lynette Osiemo ◽  
Anton Kok
Keyword(s):  
Public Service ◽  
Legal Education ◽  
Legal Profession ◽  
Law Students ◽  
Service Work ◽  
Face To Face ◽  
Pro Bono

AbstractThe taskforce appointed in 2016 to undertake a review of the legal sector in Kenya highlighted a decline in public service and pro bono work as one of the challenges facing the legal profession in the country. In its report, the taskforce made several proposals to tackle the problem, all directed at qualified lawyers. This article seeks to contribute to the deliberations anticipated from the findings of the taskforce, by suggesting instead that the problem of a declining public service ethic be addressed by targeting law students. Bringing students face to face with real clients and their needs can play an important role in broadening their horizons and shaping their beliefs about, and attitudes towards, the different possible careers they can pursue with their education. The article specifically recommends clinical legal education as a practical and comprehensive means by which students can be encouraged from early on to have an interest in pro bono and public service work.

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