scholarly journals Clinical Legal Education in the Law University: Goals and Challenges

2014 ◽  
Vol 11 ◽  
pp. 27 ◽  
Author(s):  
Margaret Barry
Keyword(s):  
United States ◽  
Social Justice ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Global Alliance ◽  
Education In India ◽  
Model Law ◽  
Education Conference

<p>Calls for reform of legal education in India have focused on preparation and relevance. The route to achieving both has consistently been linked to clinical legal education. In 1999, I heard one of the leaders of legal education in India, Dr. Madhava Menon, discuss his goals for clinical legal education in at the first Global Alliance for Justice Education Conference in Trivandrum. I learned at the time that he had been invited to lead a new law school in the country, and he made it clear that clinical legal education would be central to the new law school model that he intended to pursue, a model based on recommendations that grew out of prior assessments of legal education in India. Under this model, law students would be trained to be productive members of a community of lawyers that had refined the skills needed to develop and implement creative  strategies for addressing the pressing demand for social justice in the country. The approach reflected a connection between responsibility for the underserved and goals for clinical legal education in India that dates back to collaboration with academics from the United States in the late 1960’s.</p>

AALS Panel – Global Legal Education – Can American Law Schools Respond to the Opportunities?

2004 ◽  
Vol 5 (3) ◽  
pp. 335-338 ◽  
Author(s):  
Larry Bakken
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
Foreign Law ◽  
American Law ◽  
Foreign Governments ◽  
Simultaneous Movement

During the past decade many American law schools have identified and responded to the opportunity and necessity of training law students and lawyers for the challenges created by globalization. Opportunities are certainly available to schools with strong business, international trade and human rights programs. Opportunities are, however, also available to schools with interests and strengths in the newer disciplines such as conflict resolution, intellectual property and environment protection. Law schools which have ventured into global oriented training have recognized that the market is not simply a one-way-street for domestic students but also includes training of foreign law students and lawyers. Private foundations in the United States and abroad, foreign governments and our national government have helped finance foreign lawyer visits and training events throughout America. When international lawyers visit the United States, domestic law schools are involved as hosts, training sites, and sources of professional expertise. There has also been a simultaneous movement of domestic lawyers and law students through foreign law school programs and other study abroad opportunities. When all these international experiences are taken together one realizes the need for law schools to become more involved in the development and implementation of training and development of globally oriented legal education.

scholarly journals “Irish Clinical Legal Education Ab Initio: Challenges and Opportunities”

2014 ◽  
Vol 13 ◽  
pp. 56 ◽  
Author(s):  
Lawrence Donnelly
Keyword(s):  
United States ◽  
Early Stage ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Scholarly Output ◽  
Challenges And Opportunities ◽  
National University

<p>This article details the incipient efforts of one Irish university law school, the National University of Ireland, Galway (NUI Galway), in the field of clinical legal education. While clinical legal education, which began in the United States some fifty years ago, has made significant advances throughout the rest of the common law world, it remains at a very early stage in Ireland.1 In fact, Irish efforts in the field to date more closely resemble what is known in the United States as the “externship model” of legal education, rather than what are commonly identified as law clinics in other jurisdictions.2 And for a variety of reasons that will be touched upon later in this article, the law school clinic is unlikely to develop here to the same extent it has elsewhere. As such, this article explores what Irish clinical legal education currently looks like and what it might look like in the future.</p><p>It begins with some background on and consideration of legal education in Ireland, then, using NUI Galway as a case study, details the emergence of skills teaching in the curriculum and the consequential increase in participation in moot court competitions and in student scholarly output. The article next examines the establishment, organisation and maintenance of a placement programme for final year law students. In so doing, it reflects on what has worked and what has not at NUI Galway from the perspectives of the clinical director, placement supervisors and students. The article concludes with some realistic, yet sanguine, observations as to what future clinical legal education has in Ireland.</p>

scholarly journals So What Is Street Law Anyway – A U.S. Perspective

2017 ◽  
Vol 1 (1) ◽  
pp. 87
Author(s):  
Margaret E. Fisher
Keyword(s):  
United States ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Students ◽  
Youth Engagement ◽  
Civic Learning ◽  
Common Term ◽  
History Of ◽  
The Law

<p>This article briefly explores the current problems surrounding young people’s knowledge, skills and engagement in the civic life of the democracy in the United States and the contributions that public legal education or civic learning<a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/05%20Margaret%20Fisher.docx#_ftn1">[1]</a> can make to improving youth engagement as members of a democracy. The article will acknowledge the contribution made by the law-related education movement of the 1950s. More specifically, the article will explore the history of a law school based program - Street Law -- that describes the most important way that law schools in the United States contribute to civic learning. Finally, the article will reveal the actual source of the term “Street Law” and the ongoing impact that Street Law has on the young people and the law students who teach it.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/05%20Margaret%20Fisher.docx#_ftnref1">[1]</a> I will use the term “civic learning,” instead of public-legal education, which is the more common term in Washington State and in many other states in the U.S.</p></div></div>

scholarly journals An American Looks at Legal Education in New Zealand

1999 ◽  
Vol 30 (2) ◽  
pp. 419
Author(s):  
Allison Dunham
Keyword(s):  
United States ◽  
New Zealand ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Admission Process ◽  
Office Practice

This article undertakes an informal comparison between legal education in the United States and in New Zealand. Dunham compares the admission process, the content taught at law school, the methods of instruction, law office practice for students, and the student makeup. The author concludes that no system of legal education is best, and that it is important to continue to ask how legal education can be improved. 

scholarly journals Interface of Law and Medicine in Clinical Legal Education: Success story of the Women’s Law Clinic in improving the health of women and ensuring women’s access to Justice in Nigeria

2014 ◽  
Vol 17 ◽  
pp. 49 ◽  
Author(s):  
Kevwe Omoragbon
Keyword(s):  
United States ◽  
South Africa ◽  
Social Justice ◽  
Legal Education ◽  
The United States ◽  
Historical Background ◽  
Access To Justice ◽  
Success Story ◽  
African Countries ◽  
The Social

<p>Specialist law clinics now operate both in the developed and developing world. The historical background of these specialist law clinics can be traced to the United States. They also abound in South Africa, Europe and are fast emerging in several African countries. It is however outside the scope of this paper to describe the wide variety of specialist law clinic models that exist in other countries.</p><p><br />At present in Nigeria, there are seven Nigerian Universities with law clinics. These law clinics in enhancing the social justice frontier have developed projects addressing specific problems; making them specialists in service delivery, but the Women’s Law Clinic, is the only gender specialist law clinic.</p>

Comparing Experiential Legal Education in Canada and India

2020 ◽  
pp. 232200582094669
Author(s):  
Rhea Roy Mammen
Keyword(s):  
United States ◽  
Experiential Education ◽  
Present Status ◽  
Legal Education ◽  
The United States ◽  
The World ◽  
The Status ◽  
Education In India ◽  
Catch Up ◽  
Different Levels

Legal education has evolved over several centuries across the globe, and its effectiveness is a matter of significant concern not merely for legal practitioners but also for society in general. One approach that has been gaining considerable attention is the concept of experiential legal education, which is at different levels of implementation across the world. Countries such as the United States and Canada have been pioneers in implementing this form of legal education, which is also known as clinical legal education (CLE), whereas India is striving to catch up. This article attempts to inspect and compare the development and implementation of CLE in Canada and India. The findings from the comparison are then utilized to inform the way ahead for CLE in India. While pursuing this objective, the article also examines the concept of experiential education, in general, and in the context of legal education, in particular. Moreover, insights are provided regarding CLE. The status of experiential legal education in Canada is reviewed, and the author’s experience in Canada under the Shastri Research Student Fellowship (SRSF) is detailed to provide the author’s insights regarding the implementation of experiential legal education in Canada. The evolution of experiential legal education in India is also detailed, together with insights regarding the regulations of the Bar Council of India (BCI) as are relevant to CLE. Finally, the article compares the author’s opinion of the present status of CLE in Canada and India and provides recommendations to enhance the future implementation of CLE in India.

Possible Reform for Legal Education in Taiwan: A Refined “J.D. System”?

2006 ◽  
Vol 1 ◽  
pp. 1-7
Author(s):  
Chang-fa Lo
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Undergraduate Education ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Graduate Degree ◽  
Current Discussion

AbstractThis focus of this brief paper is on the current discussion in Taiwan concerning the introduction of the United States “J.D. System” where law is studied as a graduate degree. The author sees the advantages of such a programme over the existing primarily undergraduate legal education, but argues that, in addition to a full fledged J.D. system, another “track” of undergraduate students transferring to law school after 2 years of undergraduate education would be a more suitable compromise for Taiwan.

The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920

2013 ◽  
Vol 12 (4) ◽  
pp. 535-578
Author(s):  
Bruce A. Kimball
Keyword(s):  
World War I ◽  
Legal Education ◽  
The United States ◽  
Fund Raising ◽  
Law School ◽  
Law Students ◽  
New Venture ◽  
Law Schools ◽  
The Law ◽  
The University

Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

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