The Legal Education and Training Review: regulating socio-legal and liberal legal education?

The Legal Education and Training Review (LETR) which reported in June 2013 conceded that undergraduate law degrees are generally outside the remit of the review other than when there is a direct impact on the provision of legal services. On first glance therefore the review has few implications for those of us interested in delivering a liberal legal education and developing socio-legal approaches to law and legal study. However, on closer reading, the report contains a number of suggestions which, if taken up by the regulators, have significant potential to change law degrees, even if regulation remains “light touch”. This article explores those issues with a particular focus on the implications for liberal law degrees and socio-legal approaches to law teaching. In particular the article will explore issues around possible changes to foundation subjects; the creation of a framework of learning outcomes; the possible strengthening of legal writing and research in the curriculum and the opportunities offered for the introduction of more socio-legal material; and the trickle-down effect likely to be felt by providers of undergraduate law degrees of changes in regulation of legal services and as a result of student, employer and other stakeholder expectations.     

The Future and Legal Education: Are Law Schools Failing and,If So,How?

In Failing Law Schools (2010), Brian Tamanaha recommends that law schools respond to the current economic crisis in the legal profession by reducing support for faculty research and developing two‐year degree programs. But these ideas respond only to a short‐term problem that will probably be solved by the closure of marginal institutions. The real challenge lies in the powerful long‐term trends that animate social change, particularly the shift to a knowledge‐based economy and the demand for social justice through expanded public services. These trends demand that law schools transform their educational programs to reflect the regulatory, transactional, and interdisciplinary nature of modern legal practice.     

Structural changes in Central and Eastern European economies: breaking news or breaking the ice?

This paper extends the sparse existing literature on structural breaks in emerging markets in Central and Eastern Europe by analyzing structural breaks in the intercept, trend and variance of monthly key macroeconomic variables, such as industrial production, inflation, monetary aggregates, nominal exchange rates and series related to the labor market. Using the Bayesian procedure developed by Wang and Zivot (2000, A Bayesian time series model of multiple structural changes in level, trend and variance. J Busi Econom 18:374–386), we provide strong evidence in favor of multiple structural breaks in the series under study. As most of the existing empirical literature on European emerging markets does not sufficiently deal with structural breaks, the instability found in this paper has important implications for macro-econometric modeling as well as the ensuing recommendations for economic policy.     

Orphans,apprenticeships, and the world of work: The Trinité and Saint-Esprit hospitals in Paris in the 17th century

This article explores a frequent and important practice in the ancien Régime society, namely, apprenticeship. The apprenticeship contracts of legitimate orphans (boys and girls) who were received in institutions that specialized in caring for them — such as the Trinité or the Saint-Esprit — provide the data for this study. By focusing on these two, it is possible to compare two groups of orphans, as well as differences in the intentions and accomplishments of the institutions in terms of offering instruction and preparation for the working world. This examination focuses on the transition from the institution to society. How did the orphans interpret this transition? And how did administrators perceive their roles? The example of the Trinité and the Saint-Esprit serves to rectify the common image of the hospitals as poor and highly imperfect in terms of education and apprenticeship. It shows that these were genuine training institutions for older children.     

Are Girls Getting Tougher,or Are We Tougher on Girls? Probability of Arrest and Juvenile Court Oversight in 1980 and 2000

Girls suspected or convicted of assaults make up an increasing proportion of juvenile arrests and court caseloads. There is indication that changes in domestic violence arrest policies, school handling of student rules infractions, and practices of charging youth for assaults rather than status offenses account for these trends. To determine whether girls were treated more harshly for assaults after these policies changed, the present study compared the probabilities of conviction and institutionalization, net of the effect of self-reported attacks on persons, for 1980 and 2000. Data were from the National Longitudinal Surveys of Youth 1979 and 1997 cohorts. Girls experienced a unique increase in the probabilities of justice system involvement that was replicated only for Black males. The increase was magnified for Black girls. Additional research is needed to better connect specific policies to drawing selected subgroups more deeply into the justice system and on the consequences for affected youth.     

Safe or sorry? Rights,responsibilities and retribution—the new three Rs of education in New Zealand?

A school is a microcosm of society and thus is subject to the problems existing within society generally. The rights and responsibilities of persons outside the school gates apply within the school also. The school environment is unique in that not only is a young person compelled to attend but he or she must spend a great deal of each day within the school's jurisdiction. May it then be argued that there is an enhanced responsibility of schools towards the emotional and physical welfare of their students in relation to matters within their control? This article will examine whether a New Zealand public school has a responsibility that extends further than a moral duty for the safety of its students. Particularly it will consider a school's potential liability in respect of the various forms of student‐to‐student bullying and harassment. It examines the potential for an action against a school under human rights legislation, at common law, and in criminal law.     

Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from the sociology of education: what,how and why?

The substantive content of the undergraduate law curriculum in the UK is currently under scrutiny as a result of forthcoming changes in the entry level requirements of the legal profession. As a result LLB curriculum designers are evaluating what knowledge should be included in the curriculum, how students should access this knowledge, and which pedagogic approaches to adopt. This study will analyse student submissions for an assessment item at York Law School called the reflective report to explore how students are building their conceptual legal knowledge, and what this means for curriculum designers. The data analysis will be informed by the theoretical constructs of three sociologists of education, Michael Young, Basil Bernstein, and Karl Maton, including their respective concepts of social realism, hierarchical and horizontal knowledge structures, and semantic gravity. It develops themes exploring how students can weaken the semantic gravity of knowledge to make meanings that reach beyond the learning context. It draws some conclusions about the implications of the research on future curriculum design and the importance of developing students’ engagement with powerful knowledge in the delivery of legal education in an academic environment.