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Learning outcomes for Law degree in Croatia

Learning outcomes for Law degree in Croatia. Siniša Rodin. Methodology. Starting point: Quality Assurance Agency for Higer Education Interviews with selected members of legal profession Attorneys Judges and Prosecutors Corporate Lawyers Public Administration. Question.

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Learning outcomes for Law degree in Croatia

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  1. Learning outcomes for Law degree in Croatia Siniša Rodin

  2. Methodology • Starting point: Quality Assurance Agency for Higer Education • Interviews with selected members of legal profession • Attorneys • Judges and Prosecutors • Corporate Lawyers • Public Administration

  3. Question • What skills and competences do you find important for exercise of legal profession in your specific area of work?

  4. Interviews:Suggested Learning outcomes • Subject knowledge • Application / problem solving • Sources and research • Analysis, evaluation, critical judgment • Autonomy • Communication and literacy

  5. Perception of need

  6. Pondering • 0 = irrelevant • 2 = some relevance • 3 = relevant • 4 = strong relevance • 5 = very strong relevance

  7. Perception of skill needs

  8. Other skills • Work management • Corporate lawyers • Team work • Public administration, Prosecutors • Specialization (specific knowledge) • Public administration • Ability to identify legal problems • All • Legal drafting • Judges, prosecutors, attorneys • Gathering information (social contacts) • Corporate lawyers

  9. Other skills ctd. • Dedication and motivation • Judges, prosecutors, public service • Language skills • Judges, prosecutors, public service • Applied computer skills • All

  10. Conclusions • Strong emphasis on problem solving • Moderate interest in legal research • Subject knowledge not emphasized • Need for more autonomy • Often related to motivation • Strong need for generic skills • Communication, drafting, languages, EDT

  11. A perfect Lawyer?

  12. Value of findings? • Descriptive • Guidelines for law schools how to design courses • Quantitative • Limited, due to the small sample • Need for a broader survey (phase II) • Probative • Skills more important then knowledge

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