Практичні проблеми юридичної освіти України в контексті європейської інтеграції (Practical problems of legal education of Ukraine in the context of European integration)
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Матеріали Міжнародної конференції, Київ, Україна, 20 вересня 2001 р.
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Browsing Практичні проблеми юридичної освіти України в контексті європейської інтеграції (Practical problems of legal education of Ukraine in the context of European integration) by Author "Grimes, Richard"
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Item Assessing skills on the LPC-integrating the clinical component(Видавничий дім "KM Academia", 2001) Grimes, RichardWhy should skills be assessed using a clinical or hands-on component in the context of the LPC? According to the College’s LPC Definitive Document the programme's assessment regime is designed to: hold a proper balance between a knowledge of substantive law and procedure and the skills necessary to apply that,....in a practical context. We give high priority to application of knowledge We also believe that the regime should offer scope for assessing the guality of independent learning.... p. 130, 1996 (emphasis added; The College’s commitment to clinical legal education as an effective teaching and learning methodology, delivered in a pro bono setting has been widely publicised. The introduction of experiential learning has been well received by staff, students, clients and the wider community. By moving towards the assessment of clinicai work a number of specific outcomes can be achieved that complement the College's course objectives in general as well as supporting the pro bono development in particular The first stage in this process is the assessment of skills. Giving student credit for skills performances in the Legal Advice Centres would: subject to the meeting of clearly stipulated criteria, reward students for the, often considerable, effort put into clinical work, relieve the assessment burden elsewhere on the course through the substitution of the skills assessment in Legal Advice Centre work for the skills assessments taken on the conventional programme, provide an enhanced learning opportunity for students through the emphasis on self directed and applied study. A longer term objective is to develop the assessment regime so that the students knowledge of the substantive law and procedure, as well as their legal (and transferable) skills fall to be assessed. This is likely to take the form of a freestanding elective with appropriate learning outcomes and assessment criteria. The extent to which the existing electives and compulsory subjects can take advantage of a clinical dimension is also being explored. This paper sets out a proposal for pilot assessment projects — one of which will be unassessed and the other, if approved by the Law Society, will be assessed for the period of the pilot.