英國Warwick大學法學院及英國法學教育中心參訪及研討會 - 法律學門赴英、荷、比、盧考察計畫

本次考察的第一站為英國。7 月 11 日參訪 Warwick 大學法學院以及設立於該校之獨立研究與諮詢機構「英國法律教育中心」。Warwick 大學法學院與英國法律教育中心爲回應本考察團之參訪目的而合辦「英國法學教育與歐盟研討會

（One-Day Seminar on Legal Education in the UK and the European Union）」，雙方與會者針對「台灣法學教育」、「歐盟與英國法學教育」、「Warwick 大學法學本次參訪係以研討方式進行；研討會名稱 One-Day Seminar on Legal Education in the UK and the European Union；由 Warwick Law School and the UK Centre for Legal Education 主辦。相關議程如下：

Tuesday, July 10, 2006

Time Topic Chair \ Speaker 10.00 am 引言

Introductions Greetings

Warwick 大學法學院院長

Roger Burridge (Head, Law School) 英國法律教育中心主任

Julian Webb (Director, UKCLE) 羅昌發院長

Chang-fa Lo (Leader, Taiwan Team) 10.15 am 台灣的法學教育

Legal Education in Taiwan

羅昌發院長 Chang-fa Lo 10.45 am 歐盟與英國法學教育

Legal Education in EU and UK

英國法律教育中心主任 Julian Webb

11.15 am Warwick 大學法學教育 Legal Education at Warwick

法學院院長 Roger Burridge 法律研究所及法律專業訓練所所長 Nicholas Johnson

(Director, LLM and Warwick Legal

Training)

國際發展法與人權研究所所長

Abdul Paliwala (Director, LLM in Int＇l Development Law and Human Right)

12.15 pm 「英國法律教育中心」的專業角色與活動

Role and activities of UKCLE

英國法律教育中心主任 Julian Webb 英國法律教育中心副主任

Tracey Varnava (Associate Director)

法律 e 化教學顧問

Patricia McKellar (E-learning Advisor)

12.45 pm Lunch

2:00 pm Role and activities of UKCLE (contd.)

英國法律教育中心副主任 Tracey Varnava

法律 e 化教學顧問 Patricia McKellar 2:30 pm 法律 e 化教學

E-Learning in Law

國際發展與人權法律研究所所長 Abdul Paliwala

3:00 pm 綜合討論

General Discussions

全部出席者 All

3:30 pm 賦歸

Depart for Coventry Station

貳、研討會報告內容

該研討會雙方均提出報告，並針對法學教育體制與法學教育方法進行討論。

（一）我方報告臺灣法學教育現況

我方報告之 PPT 檔如下：

Legal Education in Taiwan at the Crossroads of Reform

Chang-fa Lo and The Delegation from Taiwan

July 2006 Legal Education 2

Main Body of Legal Education

• Undergraduate programs.

• Mostly four-year programs

• Bachelor-of-law degree

• Admissions of students mostly based upon the college entrance examination held by the

College Entrance Examination Center

• Limited numbers of law departments admit small portion of students based upon various

performances and talents shown in their high school years.

July 2006 Legal Education 3

The Students

• As young as 18 years old when start learning the science of law.

• Many students struggle, especially in their first one or two years, due to:

– limited social and other experiences to

understand the complication of legal relations, the very abstract concept of justice and

fairness, and the difficult terms and sentence structures of law and legal materials.

July 2006 Legal Education 4

Graduate Program

• Many universities established graduate institutes of law (LL.M. programs)

• They decide admissions based upon admission examinations.

• At least two years as full time students

– Many even take longer time for writing very

substantial LL.M. theses or for preparing lawyers’ or judicial examinations during their LL.M. years.

July 2006 Legal Education 5

Doctoral Program

• A number of universities having their doctorate programs.

• Many of the students in the programs have the intention of entering into academic careers.

• There are also large portion of the people being already practicing lawyers or judges when they entered into the doctorate programs. Their purposes are not to pursue academic careers.

They are more for the purpose of enhancing their credibility or prestige to help their practicing careers.

July 2006 Legal Education 6

Post-graduate Legal Education

• In recent years, there are some universities having established professional school-like programs.

• Three-year program; many students take longer time to finish

• Still different from American J.D. programs in regard to teaching method, clinical

training, teaching materials, etc.

July 2006 Legal Education 7

Courses

• Traditional courses include the Constitutional Law, the Administrative Law, the some criminal law course, many civil law courses, etc.

• Foreign law courses or comparative law courses, such as Anglo-American law courses, European law courses, Japanese law courses, German law courses and French law courses, etc.

• Others, such as IP, WTO, construction law, arbitration law, etc.

• But some law faculties can only offer basic ones.

• Not many humanistic subjects.

• Not many interdisciplinary subjects allowing the students to cooperate with other non-legal disciplines.

July 2006 Legal Education 8

Teaching Method

• Mostly, lectures.

– There is a general lack of interaction between the instructors and the students.

– Many professors believe that conducting their courses under question-answer process is not appropriate. They like to deliver their

knowledge in a systemic and “effective” way.

• Only limited numbers of professors apply question-answer or Socratic method as the main process of their teaching.

July 2006 Legal Education 9

Clinical Training

• Not many clinical training programs or courses available at most of the

universities.

• Some examples…

July 2006 Legal Education 10

Bar Examination

• Lawyers’ examination and judicial examination in Taiwan

• The current requirements of taking the judicial and lawyers’ examinations are very lenient: e.g.

20 credits of the core law courses qualifies people to take the lawyers’ examinations.

• The passing rates of the examinations are low.

– lawyers’ examinations in 1970s and 1980s: around 1% or even less than 1%.

– In recent years, the rates were about 6 to 8%.

• The low passage rates distort legal education.

July 2006 Legal Education 11

Needs of Reform

• We are facing rigorous international competition

• Students’ basic knowledge is limited; experience of life is minimal

• Basic contents of legal education have not been fundamentally converted to correspond with the social and economic changes, including lack of responses to the trend of globalization and lack of practical training and solid and in-depth training on legal analysis and reasoning

• Some unnecessary details, neglecting the broader perspectives; or not detailed enough

• Needs more specialization in various fields

July 2006 Legal Education 12

• There have been so many law departments in such small island of Taiwan. Many of them are seriously understaffed with law professors. Many of them do not set their missions in accordance with their status and potentials.

• There is a need of a mechanism to guarantee the universities being equipped with sufficient and appropriate faculty members and to ensure that when they fail to meet the requirement, They will be removed from the legal education market.

July 2006 Legal Education 13

• Balance between professional knowledge, professional ethics and morality

• The examination system needs to be

changed to reduce the distortive effect

arising from low passage rate.

July 2006 Legal Education 14

Ways to Move Ahead

• Many discussions about legal education reform at this stage.

• Different Approaches:

– American style law school with some modification?

– Japanese reform model with some modification?

– Only to change the examination system?

– Only to change the courses?

– Not to change at all?

• Difficulties:

– Related matters being in charged by different branches of governmental powers

– Survival of the current many law departments – Political Will and Commitments are yet to be found

and Nation Wide Consensus are yet to be built

• We are yet to find a solution.

July 2006 Legal Education 15

Some Concluding Points

• My colleagues and I are looking forward to inspiration from you and your institute!

• Thank you for your valuable time and efforts!

（二）Julian Webb報告

英國法學教育中心主任 Julian Webb ( Professor of Legal Education, Director, UKCLE ) 報告 Legal Education in the UK and Europe: After Bologna （英國與歐洲的法律教育：在「波隆那」之後）【10：45 -11：15pm】

【p.2】

Legal Education in England & Wales Separation of academic, vocational and continuing stages

- in theory three year law degree as

｀normal＇ entry route to the profession, but

- around 50%+ of law graduates do not proceed to vocational training - about 40% of the profession is non-law graduate entry

- divided legal profession

- separate vocational training for solicitors and barristers

- followed by ｀apprenticeship＇

stage – 2 year training contract (solicitors) or 1 year pupillage (barristers)

- increasingly formalised

requirements for continuing education after qualification

- Law Society and Bar currently reviewing their training frameworks

英格蘭及威爾斯的法律教育

Regulatory structure (England and Wales)

‧ Law degree: professional

｀foundation subjects＇ –

Obligations (contract and tort), Property (land and trusts), Criminal Law, Public Law, EU Law.

‧｀Benchmarks＇ – key knowledge and transferable skills (legal research, communication skills, teamwork, IT, numeracy)

‧Degree curriculum in other respects is not regulated by the profession.

Vocational courses

規範體制 (英格蘭和威爾斯)

applied legal skills and additional knowledge areas – content specified by professional bodies, which also undertake quality assurance.

者的專業品質。

【p.4】

Regulatory input from Europe

‧ Mutual Recognition Directive – Vassapoulou case: allowed host state professions to test for

competence to practice outside home jurisdiction

– Morganbesser case: host state must assess individual competence of part-qualified lawyers

– eg, English profession cannot simply require English academic qualifications.

自歐洲移植的規範

‧互相承認指令

- Vassapoulou案：准許本國律師應試取得在本國之外的法院執業的資格 - Morganbesser案：對於符合部分內國資格要求之外國律師，本國必須個別評估其執業資格

- 例如：英國執業律師不能夠單只具備英國學歷。

【p.5】

Bologna Process

Bologna Declaration (1999)

‧ Inter-governmental process to construct a “European Higher Education Area＂

‧ Continuing process with regular meetings of education ministers and NGOs - Key actors:

- European Commission

- European University Association (EUA)

- National Unions of Students in Europe (ESIB)

- EURASHE

‧ It is not a regulatory process – Bologna is non-binding on Member States

What Bologna is trying to achieve

‧ Harmonisation of higher education

「波隆那」嘗試達成的目標

‧從各國共有的學士（第一個學位：3

in Europe around common ｀first＇ and

｀second cycles＇ + doctoral cycle (sometimes described as ｀3+2+3＇

model)

‧ Improved mobility of students through credit transfer (NB: ECTS now moving from transfer to accumulation of credit)

‧ Quality assurance - adequate peer review system for quality assurance and/or accreditation agencies or bodies (Berlin, 2003).

‧ Employability – emphasis on flexible and also lifelong learning;

also transparency (ECTS and Diploma Supplement [Lisbon Convention])

‧ Increase competitiveness of Europe in global HE market (link to GATS)

年）、碩士（第二個學位：2 年）與博

Some Challenges for the UK

‧ UK should be well-placed to manage much of the Bologna process, but still some important issues:

‧ Norm of five years for first and second cycles

‧ Vocational legal training:

postgraduate in time, but what about level?

‧ Need to consider “… promotion of the necessary European dimension in higher education, particularly with regard to curricular development…＂

(Bologna, 1999), eg

– Additional modules and curricula with European orientation

– Promotion of integrated study programmes and joint degrees

– Ensuring a substantial period of

英國面臨的若干挑戰

study abroad

‧ In fact, the UK is currently missing many of its Bologna targets

‧事實上，目前有許多波隆那的目標，英國尚未達成

【p.8】

Some challenges for Europe

‧ Need to retain momentum and flexibility as EU/EHEA expands

‧ Recognition to be as nearly automatic as possible

‧ Extending frameworks beyond conventional Higher Education

‧ How to do it?

Law Society 法律協會：英格蘭和威爾斯初級律師的職業團體。蘇格蘭則另有一個獨立的法律協會。法律協會有權對初級律師的行為進行懲戒，並有權制定管理律師開業許可事宜的規章。該團體更普遍的為其會員爭取更大的法庭辯論權利

（即發言權），從而促進律師職業的整體利益。

（三）Burridge院長報告

Warwick 大學法學院院長 Roger Burridge (Head, School of Law)及碩士班主任 Nicholas Johnson (Director, LLM and Warwick Legal Training)報告 WARWICK LAW SCHOOL（華威大學法學院現況）【11:15 am – 12:15pm】

【p.2】

Warwick Students

Undergraduates: 11,370 Postgraduates 4,805 Total Students: 16,175 International Students: 4,198

華威大學學生人數

Law School Students Undergraduates: 550 Postgraduates: 200 Total Students: 750 International Students: 250 -- Undergraduates: 165

-- Postgraduates: 80

法學院學生人數

-- 大學部 550 人 -- 研究所 200 人 -- 總人數 750 人 -- 國際學生人數 250 人 - Undergraduates: 165 - Postgraduates: 80

【p.4】

Undergraduate Programmes LLB

European Law LLB BA Law/Sociology BA Law/Business

大學部授與學位

Postgraduate Programmes International Economic Law

International Development Law & Human Rights

European Law in the World Economy Legal Education

Corporate Governance

Comparative Criminal Justice

研究所授與學位

Law School Research

& Policy Development Criminal Justice Legal Education Housing

Health & Safety at Work Globalisation & Governance

法學院之研究與政策發展

School Structure:

administration & accountability

【組織架構圖】

法學院組織架構：

行政管理與執行責任

【p.8】

Learning & Teaching Issues Curriculum Review

Assessment Strategy Student Support Learning Innovations

教學上的重要議題

Characteristics of Warwick Law School Contextual

International

From Teaching to Practice

華威大學法學院的特色

LAW SCHOOL 法學院

（四）Paliwala教授報告

Warwick 大學法學院資深教授 Abdul Paliwala（Professor of law; Directors, LLM in IDLHR; Law Courseware Consortium; Law, Social Justice & Global Development Electronic Law Journals）報告 University of Warwick：School of Law【2：30 -3：00pm】（英國華威大學：法學院）

【p.2】

The Value of a Masters degree

- A deeper understanding of specialist areas of law

- Training in key legal skills (e.g.

research)

- A basis for international legal practice in private organisations, government, international

organisations or non-governmental organisation.

Focus

-Comparative and Transnational Legal Studies

-Globalisation

-Law in Social Economic and Political Context

-Theory and Practice skills

碩士學位的價值

Postgraduate Research Degrees

-PhD (3 years)-M Phil (2 years)-LLM by research (1 year)

研究生的「研究型」學位 -法哲學博士學位 (3 年) -哲學碩士 (2 年)

-研究型法學碩士 (1 年)

【p.4】

Taught Postgraduate Degrees Taught LLMs-International Development and Human

Rights-International Economic Law-Legal Education-EU Law in the

研究生的「授課型」學位授課型法學碩士

-國際發展法暨人權 -國際經濟法

World Economy-Corporate Law and Governance

(from September 2007)

-法律教育

-世界經濟體制中的歐盟法 -公司法律與治理

(從 2007 年 9 月開課)

【p.6】

Degree Structure

Core module plus 8 optional modules -Specialisations in 1 or 2 clusters

-10,000 word dissertation

學位課程結構

-A portfolio of individual and group work

-Essays, book reviews, case notes, draft treaties, etc. in modules

評量

-個人與團體工作的綜合評量

-研究報告、書評，個案札記，草擬條約等等在各單元課程中繳交的作業。

【p.8】

Cluster 1: Comparative Human Rights -Theories & Histories of Human Rights -International & Regional Human Rights Regimes

-International Humanitarian Law, -Armed Conflict and Human Rights -Contemporary Problems in Human Rights

-Theories of Gender Justice

-Gender, Law and the Global Economy -Gender, Law and Property

-Women＇s Human Rights and Global Justice

Cluster 3: Globalisation -Approaches to Global Justice -Global Law in the Making

-Technologies and Materialities of Globalisation

群組課程 3：全球化 -達成全球的正義的途徑 -發展中的全球法

-全球化的科技發展與實質重要性

-Global Politics and Law: Culture, Identity, Resistance

-全球政治與法律: 文化、身分、本土抵制

【p.11】

Cluster 4: Governance -Global Economic Governance -Governance, Democratisation and Accounta- bility

-International Law and Global Security

-Civil Society and Activism

群組課程 4: 治理

International Economic LawThree Main Themes:

Degree StructureCompulsory:

-Core Course and Legal Research &

Writing Skills -4 optional Modules

-8,000-10,000 word dissertation

學位課程結構必修：

-核心課程以及法學方法與論文寫作技巧

-4 個選修單元課程

-8,000-10,000 字的學位論文

【p.14】

International Economic Law: Options -International Aspects of

International Trade and the WTO -Issues in the Taxation of International Business

-Legal Aspects of International Business Transactions

-International Intellectual Property Law and Policy

-International Aspects of Corporate Law & Governance

國際的經濟法：選修科目

Legal Education

First legal education degree in the UK

法律教育

第一個在英國授與的法律教育學位

-Personal Development Programme -Experiential learning

-Subject development -International

-Ethics and values

-個人發展課程

Legal Education

-Learning in practical teaching contexts with mentored practice -IT skills including e-learning systems

法律教育

-在教學實習中提供立即專業指導 -使用包括 e 化教學系統的資訊科技

【p.17】

Compulsory ModulesLearning and Practice in Legal Education -Teaching the Law

-Assessment and Evaluation

-Ethics and Values in Legal Education

必修群組課程

Optional Modules

-The Law School and the State -Critical Legal Pedagogy

-Curriculum Leadership in Higher Education

-Legal Education and Legal Skills

必選的單元課程

Corporate Law and Governance (from September 2007)

公司法與治理 (從 2007 年 9 月起)

【p.20】

Degree StructureCore Course -4 optional Modules

-8,000-10,000 word dissertation

學位課程結構核心課程

-4 個選修單元課程

-8,000-10,000 字的學位論文

【p.21】

Core Module-Legal personality and limited liability

-Director＇s duties -Board composition

核心單元課程

-法人資格與有限責任 -董事責任

-Protection of minority shareholders

& derivative suits

-Institutional shareholder activism -Audit functions

-Capital maintenance regulation

-董事會組織

Optional Modules-The Regulation of Mergers and Acquisitions

-Corporate Social Responsibility -Corporate Law & Economic Activity in Europe

在文檔中法律學門赴英、荷、比、盧考察計畫 (頁 7-53)