scholarly journals FORMATION OF SPECIAL COMPETENCIES OF LAW STUDENTS FOR WORK IN ECONOMIC FIELD

2020 ◽  
Vol 6 ◽  
pp. 532
Author(s):  
Antonina Bobkova ◽  
Andrii Zakharchenko ◽  
Yevheniia Lypnytska ◽  
Yuiliia Pavliuchenko ◽  
Inna Lekhkodukh
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Economic Activity ◽  
Academic Discipline ◽  
Video Recording ◽  
Legal Education ◽  
Law Students ◽  
Theoretical Knowledge ◽  
Legal Practice ◽  
Procedural Law

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. 

scholarly journals Keeping up with change: no alternative to teaching ADR in clinic. An Australian perspective

2018 ◽  
Vol 25 (1) ◽  
pp. 35
Author(s):  
Jacqueline Weinberg
Keyword(s):  
Dispute Resolution ◽  
Clinical Education ◽  
Alternative Dispute Resolution ◽  
Legal Education ◽  
Law Students ◽  
Access To Justice ◽  
Legal Practice ◽  
Law Schools ◽  
The Cost ◽  
Client Needs

<p>Over the last 30 years alternative dispute resolution (ADR) has become more prominent in Australian legal practice due to the need to reduce the cost of access to justice and to provide more expedient and informal alternatives to litigation. As legal educators, we need to ask: how should we be preparing law students entering practice for these changes? How can we ensure that once they become lawyers, our students will not rely entirely on litigious methods to assist their clients but instead look at alternatives for dispute resolution?</p><p>In this paper, I argue that there is no alternative to teaching ADR in clinic in order to address client needs and to ensure that students engaged in clinical education are prepared for changes in legal practice today. I show that the increasing focus upon ADR in Australian legal practice represents a challenge for law schools, and that legal educators need to ensure they are educating students about ADR.</p><p>I argue that it is important to determine whether ADR is being taught to students undertaking clinical legal education in ways that will enhance their preparation for legal practice. I will show that there is a need to explore: whether ADR is being taught within clinical legal education, the strengths and weaknesses of existing approaches, and how the teaching of ADR within clinics can be improved.</p>

scholarly journals Transforming legal education through emotions

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 450-479 ◽  
Author(s):  
Emma Jones
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Well Being ◽  
Law School ◽  
Law Students ◽  
Objective Analysis ◽  
Transformative Power ◽  
England And Wales ◽  
Legal Scholarship ◽  
Law Degree

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.

Why Study Law? The Relevance of Legal Information to the Law Student, Researcher and Practitioner

2011 ◽  
Vol 11 (4) ◽  
pp. 221-226 ◽  
Author(s):  
Graham Virgo
Keyword(s):  
Academic Discipline ◽  
Law Students ◽  
Memorial Lecture ◽  
Legal Practice ◽  
England And Wales ◽  
Legal Information ◽  
Key Skills ◽  
Academic Researchers ◽  
Law Student ◽  
Law Degree

AbstractProfessor Graham Virgo, in delivering the 3rd Willi Steiner Memorial Lecture, asks if it is possible to become a legal practitioner in England and Wales without having studied Law as an academic discipline. Is there any point in studying for a Law degree? Students study any academic subject to acquire knowledge and to develop key skills. This is just as true of students studying Law. But is the knowledge acquired by a Law student and the skills which they develop really of benefit to them in legal practice? Crucially, what can the managers of legal information do to support the particular needs of Law students and academic researchers?

scholarly journals The Evolution of Lawyers' Professional Identity: The Contribution of the ADR in Legal Education

2013 ◽  
Vol 18 (2) ◽  
pp. 315
Author(s):  
Kathy Douglas
Keyword(s):  
Problem Solving ◽  
Professional Identity ◽  
Dispute Resolution ◽  
Legal Education ◽  
Law Students ◽  
Legal Practice ◽  
Legal Problem ◽  
Legal Policy ◽  
Holistic Approaches

Alternative or Appropriate Dispute Resolution (‘ADR’) is a crucial area for lawyers to understand in order to engage in present day legal practice. ADR is now common in courts and the community and is supported by legal policy at both federal and state levels. Learning about ADR can contribute to the moulding of law students’ professional identity so that they are better able to engage in commonly used processes such as negotiation and mediation. This article discusses research into the teaching of ADR in legal education. It draws on a project where the teaching of ADR was researched in depth to examine the content and pedagogy of this area of the legal curriculum. The article argues that ADR is an important part of legal education as it can assist law students to develop non-adversarial, holistic approaches to legal problem-solving.

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 Moot Court as Learning Method for Bachelor of Law: Towards Progressive Legal Education

2020 ◽  
Vol 42 (2) ◽  
pp. 104
Author(s):  
I Dewa Made Suartha ◽  
I Dewa Agung Gede Mahardhika Martha
Keyword(s):  
Criminal Justice ◽  
Legal Education ◽  
Secondary Data ◽  
Theory And Practice ◽  
Law Students ◽  
Primary Data ◽  
Learning Method ◽  
Legal Research ◽  
Criminal Trials ◽  
Procedural Law

Moot court is onepractical learning method of procedural law learning that must be given to undergraduate law students. This learning method as a framework initiated by John Dewey as the achievement of progressive legal education, especially in criminal justice practices. The purpose of this learning method is to provide students with a deepening of criminal justice both based on theory and practice as well as provide opportunities for students to carry out the criminal trial practice by taking examples of criminal case decisions that have obtained permanent legal force. This paper specifically discovers, studies, analyzes and provides deepening related to criminal justice based on theory and practice for law students at the level of the Bachelor of Law program to obtain a progressive legal educationThe method used in this paper is empirical legal research method using primary data and secondary data based on a purposive sampling model with deep-interview concerning the practice of the moot court in law higher education. The results of this study indicate that students have gained a deepening of criminal procedural law, particularly in the implementation of criminal justice guided by supervisors and legal practitioners as tutors and instructors. This study also suggestedthat students have been able to practice criminal justice as true as actual criminal trials accompanied by supervisors and legal practitioners as their mentors in achieving progressive legal education.

Pedagogy and ideology: teaching law as if it matters

Legal Studies ◽  
1999 ◽  
Vol 19 (4) ◽  
pp. 445-467 ◽  
Author(s):  
N K Sam Banks
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Legal Education ◽  
Law Students ◽  
Legal Information ◽  
The Social ◽  
The World ◽  
Teaching Learning ◽  
The Impact ◽  
As If

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.

scholarly journals The Open University Law School’s Public Legal Education in Prisons: Contributing to Rehabilitative Prison Culture

2021 ◽  
Vol 5 (1) ◽  
pp. 94-131
Author(s):  
Keren Lloyd Bright ◽  
Maria McNicholl
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Unmet Need ◽  
Law School ◽  
Law Students ◽  
Open University ◽  
University Partnerships ◽  
Personal Benefit ◽  
Prison Culture ◽  
Research Findings

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.

scholarly journals Perspectives in Legal English in-Service Education: Needs Analysis in Lithuanian Context

2017 ◽  
Vol 49 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Edita Bartnikaitė ◽  
Vilma Bijeikienė
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Formal Education ◽  
Communicative Competence ◽  
Structured Interview ◽  
Law Students ◽  
English For Specific Purposes ◽  
District Court ◽  
Legal Practice ◽  
Education Needs

Abstract Legal English, being among the most complex and multifaceted areas of English for Specific Purposes (ESP), has duly received considerable attention on the part of linguists, discourse and learner needs′ analysts, sociolinguists and ESP researchers (Cheng and Cheng, 2014; Hafner, 2013; Hartig and Lu, 2014; Huhta et al, 2013; Shuy 2001). Most research has been carried out to investigate lexical, syntactic, grammatical and other communicative competences of law students in various cycles of higher education. An area that is still highly in need of examination is the development of communicative competences of Legal English among law practitioners who might have had a course of Legal English in their law studies and face with an urge of revision or might have not been introduced to Legal English whatsoever. In light of these observations, the present study examines the needs and problems regarding the use of general and legal English faced by 34 law practitioners, namely lawyers and judges working at two law companies and a district court in Kaunas, Lithuania. The study assumes qualitative methodology including a semi-structured interview and a questionnaire. The results have revealed that communicative competence of legal practitioners gained during their formal education does not meet the demands of their legal practice. While skills of general English appear not to cause many problems, skills of legal English are not developed to an adequate level. Therefore, as the study shows, it is absolutely inevitable to develop and offer in-service education of Legal English carefully attuned to the diverse levels of competences and needs of legal practitioners.

scholarly journals The Rise and Rise of Tribunals – Engaging Law Students in Tribunal Advocacy

2014 ◽  
Vol 21 (1) ◽  
pp. 42
Author(s):  
Shaun McCarthy
Keyword(s):  
Higher Education ◽  
Law Students ◽  
Expert Witnesses ◽  
Legal Practice ◽  
Law Schools ◽  
Entry Level ◽  
The Past ◽  
Legal Training

<strong><strong></strong></strong>Over the past 30 years there has been a rise in the determination of legal disputes in non-adversarial and less adversarial forums such as tribunals. Tribunals deal with an increasing diversity of legal matters including cases of anti-discrimination, consumer claims and reviewing executive governmental decisions. Traditionally, Australian law schools and higher education practical legal training providers focus on the development of advocacy skills in an adversarial context set in a courtroom. Law students often study compulsory doctrinal courses solely from an adversarial court perspective. Little emphasis is placed on developing skills and knowledge in the practice and procedure of tribunals despite entry level lawyers appearing more frequently in such forums. This paper argues that there is a need for law students to engage in advocacy experiences in tribunal settings as distinct from the courtroom so they can acquire and foster skills to appear in such non-adversarial and less adversarial forums when in legal practice. By engaging expert witnesses, such as medical experts, in simulated tribunal hearings the realism of the advocacy experience for the student is heightened.<strong><strong><br /></strong></strong>

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