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Tomas Berkmanas Vytautas Magnus University , Lithuania

MENU FOR JUSTICE PROJECT TASK FORCE 2 INNOVATIVE AND INTERDISCIPLINARY CONTENTS AND PROGRAMS IN GRADUATE LEGAL STUDIES: LESSONS TO LEARN FROM THE COUNTRIES COVERED IN THE JUSTMEN PROJECT. Tomas Berkmanas Vytautas Magnus University , Lithuania. GENERAL LESSONS/PROPOSALS.

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Tomas Berkmanas Vytautas Magnus University , Lithuania

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  1. MENU FOR JUSTICE PROJECT TASK FORCE 2INNOVATIVE AND INTERDISCIPLINARY CONTENTS AND PROGRAMS IN GRADUATE LEGAL STUDIES:LESSONS TO LEARN FROM THE COUNTRIES COVERED IN THE JUSTMEN PROJECT Tomas Berkmanas Vytautas MagnusUniversity, Lithuania

  2. GENERAL LESSONS/PROPOSALS • In the light that some countries have not implemented Bologna model at all or not implemented it all over the country, the discussion on the viability and universal applicability of this model in the field of law still remains relevant.[Based on the examples of: Germany, Hungary, Italy, Lithuania] • Separation of two forms of master/graduate studies at the level of regulation could be advisable, i.e. regular master and advanced master (LL.M.), as it in itself helps spreading of the interdisciplinarity in legal education and internationalization of legal education.[Based on the example of: Belgium] • Hybridization of master (graduate) and vocational studies is of particular interest and uniqueness; it is advisable to consider it as an example to implement or at least test it in other European jurisdictions.[Based on the example of: Germany] • The situation in some jurisdictions proves the necessity to clearly delineate the formats of studies at the second (Master) and third (Doctoral/Ph.D.) level of legal education.[Based on the example of: Iceland]

  3. LESSONS/PROPOSALS ON INTERDISCIPLINARITY AND INTERNATIONALISATION • Graduate level as such should be used for the specialization and spread of interdisciplinarity in legal education, especially if the form of LL.M. (as advanced master, studied after regular master) is implemented or offered.[Based on the examples of: Belgium, Latvia, Lithuania, Netherlands] • Generally, studies abroad at the graduate level should be of particular importance, if possible, bringing into this process up to the half of all the students.As studying abroad in “provincial” universities still might be unusual, it might be possible to consider the relative universalisation of the studies-abroad requirement in European jurisdictions, especially for the graduate level.[Based on the examples of: Austria, Finland, Netherlands] • In the integrated model of general legal education it is advisable to make the use of the initial stages of education for the provision of general socio-humanitarian background for the future lawyers; also, the provision of this background could be advisable for the general graduate level if relevant.[Based on the examples of: Germany, Slovak Republic]

  4. LESSONS/PROPOSALS ON THE DEVELOPMENT OF PRACTICAL SKILLS • The diversification and internationalization of the methods of gaining practical experience should be advanced through the spread of the implementation and approach to the organization of the moot courts.Encouragement of the participation in more or less known special or international moot competitions (as Jessup) as the method of providing with practical experience is advisable.[Based on the examples of: Denmark, Germany, Lithuania] • Legal clinics should be considered as an important tool and technique in the overall legal education to help students effectively gain practical experience.[Based on the example of: Malta] • Participation in academic journal activities by the students is very common practice in the US; it is advisable to also offer it as an optional form of gaining practical experience or just making student more academically active during their studies.[Based on the examples of: Iceland, Lithuania] • Development of writing and reading skills is a separate issue to consider: how, in what courses and under what methodologies and approaches it should be done? Some jurisdictions show that there might be some misbalances and relative lacunae in legal education in this sphere.[Based on the example of: Hungary]

  5. SURVEY ON ACCREDITATION • Twelve countries provided the data: Belgium, Denmark, England & Wales, Estonia, France, Germany, Greece, Netherlands, Portugal, Romania, Slovenia, and Sweden. • The main question asked: Whether legal education is accredited by the institutions of legal professions (as, for example, bar associations, court administrations, etc.) in your country? • Three countries answered ‘yes’: England & Wales, Germany, and Greece. • One country – Romania – provided with two responses; in one the answer was ‘no’ with no comments, and in another the answer was ‘yes’ with some comments. • Eight countries answered ‘no’

  6. THANK YOU!

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