Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-08T08:31:01.878Z Has data issue: false hasContentIssue false
  • English
  • Français

The Bologna Process and German Legal Education: Developing Professional Competence through Clinical Experiences

Published online by Cambridge University Press:  06 March 2019

Andreas Bücker  and
William A. Woodruff

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

The Bologna Declaration of 19 June 1999, committed 29 European nations, including Germany, to develop a system of higher education

based on two main cycles, undergraduate and graduate. Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years. The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification. The second cycle should lead to the master and/or doctorate degree as in many European countries.

Type
Articles
Information
German Law Journal , Volume 9 , Issue 5 , 01 May 2008 , pp. 575 - 618
Copyright
Copyright © 2008 by German Law Journal GbR 

References

1 The Bologna Declaration of 19 June 1999, http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF (last accessed March 8, 2008). The Bologna Process involves far more than just the two-cycle education system. The purpose of the Bologna Process is to create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. The Bologna Declaration encourages, among other things, the European co-operation in quality assurance of higher education with a view to developing comparable criteria and methodologies. Other important goals agreed in Bologna are easily comparable degrees, a system based on two main degree cycles (subsequently a third cycle has been included), a common European system of credits and mobility of students and teachers. See generally The Bologna Process at http://www.bologna-bergen2005.no (last accessed March 6, 2008).Google Scholar

2 Huber, Peter M., Der “Bologna – Prozess” und seine Bedeutung für die deutsche Juristenausbildung [The Bologna Process and its Impact on German Legal Training], 1 Eur. Jn. Legal Educ. 35 (2004).Google Scholar

3 Riedel, Johannes, The Bologna Process and Its Relevance for Legal Education in Germany, 2 Eur. Jn. Legal Educ. 59 (2005).CrossRefGoogle Scholar

4 Schöbel, Heino, Die Bologna-Erklärung und die Juristenausbildung – Ein Bericht, 138 Bayerische Verwaltungsblätter (BayVBl) 97 – 108 (2007); Jens Jeep, Der Bologna-Prozess und die deutsche Juristenausbildung: Warum die Sorge vor Bachelor und Master unberechtigt ist, 60 Die Öffentliche Verwaltung (DÖV) 411 (2007); Engelmann, Frank, Bologna statt Sparte oder: Die Zukunft der Juristenausbildung, 61 Neue Justiz (NJ) 60–62 (2007); Stephan, Hermann, Bologna-Prozess und Juristenausbildung, 60 DÖV 420 – 423 (2007); Goll, Ulrich, Bachelor und Master statt Staatsexamen und Referendariat, 62 Betriebs Berater (BB) Die erste Seite, Heft 20 (2007); Lutz Mackebrandt und Bernhard Dombeck, Entwurf des Rechtsdienstleistungsgesetzes: das Ei des Kolumbus?, 62 BB Die erste Seite, Heft 14 (2007); Terry, Laurel S., Living with the Bologna Process: Recommendations to the German Legal Education Community from a U.S. Perspective, 7 German Law Journal 863 (2006), Jens Jeep, Bologna: Stärken bewahren, Chancen nutzen, 61 Juristen zeitung 459 (2006); Kilian, Matthias, Die Europäisierung des Hochschulraums, 61 Juristen zeitung 209 (2006); Kötz, Hein, Bologna als Chance, 61 Juristen zeitung 397 (2006); Dauner-Lieb, Barbara, Der Bologna-Prozess – endgültig kein Thema für die Juristenausbildung? 56 anwaltsblatt 5 (2006); Günter Krings, Der Bologna-Prozess und seine Auswirkungen auf die Juristenausbildung in Deutschland, 42 Recht und Politik 18 (2006).Google Scholar

5 See http://www.studienwahl.de/index.aspx?bybegriff=Wirtschaftsrecht (last accessed March 9, 2008) for detailed information and a list of over 100 programs.Google Scholar

6 European Commission, From Bergen to London – The contribution of the European Commission to the Bologna Process, Brussels, 7 May 2007, http://ec.europa.eu/education/policies/educ/bologna/report06.pdf (last accessed March 9, 2008).Google Scholar

7 McManis, Charles R., The History of First Century American Legal Education: A Revisionist Perspective, 59 Washington University Law Quarterly 597, 601–602 (1982).Google Scholar

8 Id. at 609.Google Scholar

9 Id. Google Scholar

10 Id. As discussed infra, Section B. III, clinical programs can be categorized into three broad groups, (1) simulated clinics, (2) live-client clinics and (3) externships. Each provides training in the practical application of legal doctrine and theory to real-world problems.Google Scholar

11 Id. at 611–615.Google Scholar

12 Id. at 628; see also Allan Farnsworth, An Introduction to the Legal System of the United States 17 (3d ed. 1996). Joseph Story was appointed Associate Justice of the Supreme Court of the United States by President James Madison in 1811. During this period in American history Supreme Court justices also presided at trials as Circuit Judges. His appointment to Harvard did not require him to resign his seat on the Supreme Court. He remained on the Court until his death in 1845.Google Scholar

13 McManis, , supra note 7, at 630.Google Scholar

14 Id. Google Scholar

15 Id. at 633.Google Scholar

16 Id. Google Scholar

17 Id. at 634.Google Scholar

18 While Story and Langdell are credited with the development of the professional model of legal education based upon the case method some have suggested that much of the real credit goes to those who actually implemented and refined their ideas. Id., 631–637.Google Scholar

19 Albert J. Haro, legal Education in the United States 51, 82 (1953).Google Scholar

20 Id. at 82.Google Scholar

21 Id. at 73.Google Scholar

22 Id. Google Scholar

23 White, James P., The American Bar Association Law School Approval Process: A Century Plus of Public Service, 30 Wake Forest Law Review 283 (1995).Google Scholar

24 Haro, supra note 19, at 81.Google Scholar

25 The influence of the ABA on legal education has not waned over the ensuring decades. The Association now serves as the primary accrediting agency for American law schools and sets comprehensive standards for evaluating the quality of a school's educational program.Google Scholar

26 Haro, supra note 19, at 89.Google Scholar

27 Id. Google Scholar

28 Id. (quoting 23 Reports of American Bar Association (Rep. Am. Bar Ass'n) 447–458 (1900)).Google Scholar

29 Roscoe Pound, the Lawyer from Antiquity to Modern Times 187–91 (1953).Google Scholar

30 Id. at 231.Google Scholar

31 Id. Google Scholar

32 Id. Google Scholar

33 Haro, supra note 19, at 104–05.Google Scholar

34 Id. at 107–08 (quoting John Marshall Law School Dean Edward T. Lee, 46 Am. Bar Ass'n, 685 (1921)).Google Scholar

35 Rowe, William V., Legal Clinics and Better Trained Lawyers—A Necessity, Illinois Law Review 591, 607 (1917).Google Scholar

36 Frank, Jerome, Why Not a Clinical Lawyer-School, 81 Pennsylvania Law Review 907, 912 (1933).Google Scholar

37 Stevens, Robert, Law School: Legal Education in America from the 1850s to the 1980s, 214 (2001).Google Scholar

38 Grossman, George S., Clinical Legal Education: History and Diagnosis, 26 Journal of Legal Education 162, 173 (1974). Most of these “legal aid clinics” were actually externships where law students worked at an existing legal aid society under the supervision of a legal aid attorney. Johnstone, Quintin, Law School Legal Aid Clinics, 3 J. Legal Educ. 535, 544 (1951).Google Scholar

39 372 U.S. 335 (1963).Google Scholar

40 New York State Judicial Institute, Partners in Justice: A colloquium on Developing Collaborations Among Courts, Law School Clinical Programs and the Practicing Bar, Introduction to Clinical Legal Education, 7 (2005).Google Scholar

41 Id. at 12–14.Google Scholar

42 Id. at 13, n. 59. For a comprehensive bibliography of clinical legal education see http://law.cua.edu/LexternWeb/ClinicArchive/CLE_Bibliography.pdf (last accessed March 9, 2008).Google Scholar

43 American Bar Association Section on Legal Education and Admissions to the Bar, Legal Education and Professional Development-An Educational Continuum, Report of the Task Force on Law Schools and the Profession: Narrowing the Gap 3 (1992) [MacCrate Report].Google Scholar

44 Id. at 138–140.Google Scholar

45 Id. at 3.Google Scholar

46 Id. at 6.Google Scholar

47 See http://www.cleaweb.org/index.html (last accessed March 9, 2008).Google Scholar

48 American Bar Association Standards for approval of Law Schools Standard 301 (Aug. 1993).Google Scholar

49 Id. at Standard 302(a)(4) (Aug. 1996).Google Scholar

50 Id. at Standard 405(c) (Aug. 1996).Google Scholar

51 Id. at Standard 302(b)(1) (Aug. 1996).Google Scholar

52 William M. Sullivan, Anne Colby, Judith Welch Wegner, Lloyd Bond, & Lee S. Shulman, Educating Lawyers (2007); Kara Abramson, “Art for a Better Life:” A New Image of American Legal Education, 2006 Brigham Young University Education and Law Journal 227 (2006); Matasar, Richard A., The Rise and Fall of American Legal Education, 49 New York Law School Law Review 465 (2005); Brian J. Moline, Early American Legal Education, 42 Washburn Law Journal 775 (2004); Weinstein, Janet & Morton, Linda, Stuck in a Rut: The Role of Creative Thinking in Problem Solving and Legal Education, 9 Clinical Law Review 835 (2003); Binder, David A. & Bergman, Paul, Taking Lawyering Skills Training Seriously, 10 Clinical L. Rev. 191 (2003); Rodney J. Uphoff, James J. Clark, & Monahan, Edward C., Preparing the New Law Graduate to Practice Law: A View from the Trenches, 65 University of Cincinnati Law Review 381 (1997); Cumbow, Robert C., Educating the 21st Century Lawyer, 32 Idaho Law Review 407 (1996); Disare, Thomas, A Lawyer's Education, 7 Maryland Journal of Comtemporary Legal Issues 359 (1996).Google Scholar

53 “(a) A law school shall require that each student receive substantial instruction in; (1) the substantive law generally regarded as necessary to effectively and responsibly participate in the legal profession; (2) legal analysis and reasoning, legal research, problem solving, and oral communication; (3) writing in a legal context, including at least one rigorous writing experience in the first year and at least one additional rigorous writing experience after the first year; (4) other professional skills generally regarded as necessary for effective and responsible participation in the legal profession; and (5) the history, goals, structures, values, rules, and responsibilities of the legal profession and its members. (b) A law school shall offer substantial opportunities for: (1) live-client or other real-life practice experiences, appropriately supervised and designed to encourage reflection by students on their experiences and on the values and responsibilities of the legal profession, and the development of one's ability to assess his or her performance and level of competence; (2) student participation in pro bono activities; and (3) small group work through seminars, directed research, small classes, or collaborative work. Standard 302, Curriculum, Standards for Approval of Law Schools 2006–2007, American Bar Association.Google Scholar

54 MacCrate Report, supra note 45, at 7.Google Scholar

55 Id. at 135–221.Google Scholar

56 Id. at 3.Google Scholar

57 Id. at 138.Google Scholar

58 Id. Google Scholar

59 Id. Google Scholar

60 Id. at 138–139.Google Scholar

61 Id. at 139.Google Scholar

62 Id. Google Scholar

63 Id. Google Scholar

64 Id. Google Scholar

65 Id. at 140.Google Scholar

66 Id. Google Scholar

67 Id. Google Scholar

68 Id. Google Scholar

69 Id. at 141.Google Scholar

70 Id. Google Scholar

71 Stuckey, Roy, Teaching with Purpose: Defining and Achieving Desired Outcomes in Clinical Law Courses, 13 Clinical L. Rev. 807, 812 (2007).Google Scholar

72 Id. Google Scholar

73 Clinical programs can also be categorized by the area of law in which they operate, by whether their goal is to work toward law reform in a given area, or whether they seek to further a particular social justice mission. Addressing these salutary aspects of clinical legal education is beyond the scope of this article.Google Scholar

74 As early as 1779, George Wythe of the College of William and Mary used Moot Court exercises and Mock legislative sessions to supplement his classroom lectures. McManis, supra note 7, at 601–602.Google Scholar

75 Campbell University School of Law, where one of the authors teaches, requires all students to participate in both a moot court experience and trial advocacy as part of the required JD curriculum.Google Scholar

76 Lewis, Charles C., the Contract Drafting Process: Integrating Contract Drafting in a Simulated Law Practice, 11 clinical l. rev. 241, 244–245 (2005).Google Scholar

77 Roy Stuckey, Best Practices for Legal Education 189–190 (2007).Google Scholar

78 Yale Law School, http://www.law.yale.edu/academics/1218.asp (last accessed March 9, 2008).Google Scholar

79 Harvard Law School, http://www.law.harvard.edu/academics/clinical/clinics.htm#environmental (last accessed March 9, 2008).Google Scholar

80 Pepperdine University School of Law, http://law.pepperdine.edu/clinical/legal_aid_clinic.html (last accessed March 9, 2008).Google Scholar

81 University of Texas School of Law, http://www.utexas.edu/law/academics/clinics/domestic/ (last accessed March 9, 2008).Google Scholar

82 North Carolina Central University School of Law, http://web.nccu.edu/law/dri/index.html (last accessed March 9, 2008).Google Scholar

83 University of the District of Columbia, David A. Clarke School of Law, http://www.law.udc.edu/programs/hiv/index.html (last accessed March 9, 2008).Google Scholar

84 The John Marshall Law School, http://www.jmls.edu/fairhousingcenter/fairhousingclinic.shtml (last accessed March 9, 2008).Google Scholar

85 Duke University Law School, http://www.law.duke.edu/litc/index (last accessed March 9, 2008).Google Scholar

86 University of North Carolina School of Law, http://www.law.unc.edu/centers/programs/clinic/ihrp.aspx (last accessed March 9, 2008).Google Scholar

87 Brooklyn Law School, http://www.brooklaw.edu/academic/courses/description/?course=L_509 (last accessed March 9, 2008).Google Scholar

88 Chicago-Kent College of Law, http://www.kentlaw.edu/academics/clinic/startuplaw.html (last accessed March 9, 2008).Google Scholar

89 George Mason University School of Law, http://www.law.gmu.edu/clinics/clas (last accessed March 9, 2008).Google Scholar

90 Campbell University, Norman Adrian Wiggins School of Law, http://law.campbell.edu/pubs/jjp.html (last accessed March 9, 2008).Google Scholar

91 For a discussion of the ethical and legal competency issues that arise in the live client clinical setting, see Peter A. Joy and Robert R. Kuehn, Conflict of Interest and Competency Issues in Law Clinic Practice, 9 Clinical L. Rev. 493 (2002).Google Scholar

92 See, e.g., N.C. Gen. Stat. § 84–24 (2005); Rules Governing Admission to the Practice of Law in the State of North Carolina .0500 (2006).Google Scholar

93 See, e.g., N.C. Gen. Stat. § 84–4 (2005).Google Scholar

94 See, e.g., N.C. Gen. Stat. § 84–8 (2005); 27 N.C. Admin Code 1C.0200 (2006).Google Scholar

95 In re Wilkinson, 805 So. 2d 142 (La. 2002) (Licensed attorney responsible for incorrect legal advice given to client by law student); Cf. Model Rules of Prof'l Conduct R. 5.3 cmt. (1) (2002) (“A lawyer must give … [non lawyer] assistants appropriate instruction and supervision concerning the ethical aspects of their employment, particularly regarding the obligation not to disclose information relating to representation of the client, and should be responsible for their work product.”)Google Scholar

96 Juengain v. Johnson, 571 So. 2d 167 (Ct. App. La. 1990).Google Scholar

97 Buscemi v. Intachai, 730 So. 2d 329 (Fla. App. 1999); Webb v. Pomeroy, 655 P. 2d 465 (Kan. App. 1982); Mattieligh v. Poe, 356 P. 2d 328 (Wash. 1960).Google Scholar

98 Professors Peter Joy and Robert Kuehn report that professional liability carriers do not generally segregate claims data in such a way to isolate claims against clinical programs or participants. Furthermore, their contact with representatives of the professional liability insurance industry revealed that the potential for malpractice claims against clinics are very low due to the nature of the cases undertaken by the clinics. Peter A. Joy and Robert R. Kuehn, Conflict of Interest and Competency Issues in Law Clinic Practice, 9 Clinical L. Rev. 493, n. 45 (2002).Google Scholar

99 Elliott S. Milstein, Clinical Legal Education in the United States: In-House Clinics, Externships, and Simulations, 51 J. Legal Educ. 375, 380 (2001).Google Scholar

100 Harriet N. Katz, Reconsidering Collaboration and Modeling: Enriching Clinical Pedagogy, 41 gonzaga law review 315, 327 (2006).Google Scholar

101 Standard 305, Study Outside the Classroom, Standards for Approval of Law Schools (2007).Google Scholar

102 Id. at Standard 305 (e)(1).Google Scholar

103 Id. at Standard 305 (e)(2)&(3).Google Scholar

104 Id. at Standard 305 (e)(4)&(7).Google Scholar

105 Rowe, William V., Legal Clinics and Better Trained Lawyers—A Necessity, 11 Ill. L. Rev. 591, 607 (1917).Google Scholar

106 Rodney J. Uphoff, James J. Clark, and Edward C. Monahan, Preparing the New Law Graduate to Practice Law: A View from the Trenches, 65 U. Cin. L. Rev. 381, n.3 (1997) (collecting articles discussing the legal academy's general anitpathy toward the practice of law and the failure to adequately prepare law students for law practice.)Google Scholar

107 Cumbow, Robert C., Educating the 21st Century Lawyer, 32 Idaho L. Rev. 407 (1996).Google Scholar

108 William M. Sullivan, Anne Colby, Judith Welch Wegner, Lloyd Bond, & Lee S. Shulman, Educating Lawyers 13 (2007).Google Scholar

109 Id. Google Scholar

110 Id. at 14.Google Scholar

111 Id. Google Scholar

112 Id. Google Scholar

113 Roy Stuckey, Best Practices for Legal Education 1 (2007).Google Scholar

114 Id. at 8–9.Google Scholar

115 Id. at 165–205.Google Scholar

116 Id. at 167.Google Scholar

117 J.P. Ogilvy and Karen Czapanskiy, Clinical Legal Education: An Annotated Bibliography (Revised 2005), http://faculty.cua.edu/ogilvy/Biblio05clr.htm (last accessed March 9, 2008).Google Scholar

118 Robert Stevens, Law School, legal Education in America from the 1850's to the 1980's 268.Google Scholar

119 Margaret Martin Barry, Jon C. Dubin, and Peter A. Joy, Clinical Education for this Millennium: The Third Wave, 7 Clinical L. Rev. 1, 28–29 (2000).Google Scholar

120 Id. at 72.Google Scholar

121 See, e.g., Düsseldorf Moot Association, http://www.uni-duesseldorf.de/dma (last accessed March 3, 2008); Juristische Fakultät, Universität Augsburg, http://www.jura.uni-augsburg.de/studium/moot_court.html (last accessed March 3, 2008); Juristische Fakultät der Universität Osnabrück, http://www.jura.uos.de/html/217.htm (last accessed March 3, 2008); Juristische Fakultät der Leibnitz Universität Hannover, http://www.jura.uni-hannover.de/vismoot (last accessed March 3, 2008); Juristische Fakultät der Universität Tübingen, http://www.jura.uni-tuebingen.de/studium/vismootcourt (last accessed March 3, 2008); Institut für Anwaltsrecht an der Humboldt Universität Berlin, http://www.rewi.hu-berlin.de/IfA (last accessed March 3, 2008).Google Scholar

122 See JAG NRW, from 11 March 2003 as published on 26 March 2003 GV. NRW. S. 135, lastly altered by statute from 5 November 2004 (GV NRW S. 680); JAPO Bayern, from 13 October 2003, Bayerisches Gesetz- und Verordnungsblatt Nr. 23/2003, S. 758 ff.; NJAG as amended on 15 January 2004, Nds. GVBl. S.8; JAPrO Baden Württemberg, as published on 8 October 2002 (GBl. S. 391), amended by Verordnung des Justizministeriums zur Änderung der Juristenausbildungs- und Prüfungsordnung from 20 April 2005 (GBl. S. 402); JAG Berlin, from 23 June 2003 (GVBl. S. 232), lastly altered by statute from 9 June 2004 (GVBl. S. 237).Google Scholar

123 See the examination regulation for the Bachelor's program “Wirtschaftsrecht” http://www.wi.hs-wismar.de/fbw/studium/wr/ordnungen/bachelor-po.pdf (last accessed March 9, 2008). The clinical courses are called “Fallstudien”. See also the examination regulation for the Master's program “Wirtschaftsrecht http://www.wi.hs-wismar.de/fbw/studium/wr/ordnungen/master-po.pdf: in the Master's program the clinical courses are called “Interdisziplinäre Fallstudien” (Interdisciplinary Case Studies) because they cover to a higher degree than the Bachelor's “Fallstudien” legal and economic issues at the same time.Google Scholar

124 See Bücker, Andreas / Gabriel, Ulrich, Gründung einer Internet-Apotheke – Eine wirtschaftsrechtliche Fallstudie, 47 Juristische Schulung (JuS) 2007, 60–64.Google Scholar

125 See OLG Stuttgart, Beschl. vom 20.01.1989, Az. 4 Ss 481/88, NStE Nr 2 zu Art 1 § 7 RBerG.Google Scholar

126 Gesetz über außergerichtliche Rechtsdienstleistungen vom 12.12.2007, BGB1 I 2007, 2840.Google Scholar

127 Goll, Ulrich, Bachelor und Master statt Staatsexamen und Referendariat, 62 Betriebs Berater (BB) Die erste Seite, Heft 20 (2007); Kilger, Hartmut, Wie der angehende Anwalt ausgebildet sein muss, 57 Anwaltsblatt (AnwBl) 1 – 5 (2007), Jahn, Joachim, BB-Forum: 56. Deutscher Anwaltstag - Advokaten unter Druck, 60 BB, 1180, (2005). Dauner-Lieb, Barbara, Der Bologna-Prozess – endgültig kein Thema für die Juristenausbildung? 56 AnwBl 5 – 9 (2006).Google Scholar

128 Schöbel, Heino, Die Bologna-Erklärung und die Juristenausbildung – Ein Bericht, 138 Bayerische Verwaltungsblätter (BayVBl) 97 (2007); Krings, Günter, Der Bologna-Prozess und seine Auswirkungen auf die Juristenausbildung in Deutschland, 42 Recht und Politik 18 (2006), Dauner-Lieb, Barbara, Der Bologna-Prozess – endgültig kein Thema für die Juristenausbildung? 56 AnwBl 5 (2006).Google Scholar

129 See supra note 4.Google Scholar

130 See supra note 45.Google Scholar

131 See supra note 58.Google Scholar

132 See The Bologna Declaration 19 June 1999, http://www.bologna-berlin2003.de/pdf/bologna_declaration.pdf (last accessed March 9, 2008).Google Scholar

133 See http://www.pili.org/en/component/option,com_frontpage/Itemid,1/ (last accessed March 9, 2008).Google Scholar

134 See, e.g., http://llm.uniiks.com/search/continent/Europe/countries (last accessed March 9, 2008).Google Scholar

135 Edwin Rekosh, The Possiblities For Legal Education in Central and Eastern Europe, http://www.pili.org/en/content/view/158/26/ (last accessed March 9, 2008).Google Scholar

136 See, e.g., http://www.abanet.org/rol/programs/legal-education.html (last accessed March 9, 2008); Legal Clinics in Poland: http://www.fupp.org.pl/index_eng.php (last accessed March 9, 2008), with a helpful linklist; Public Interest Law Initiative: http://www.pili.org/en/content/view/495/210/ (last accessed March 9, 2008), Global Alliance for Justice Education: http://www.gaje.org (last accessed March 9, 2008).Google Scholar

137 Communication from the Commission to the Council and the European Parliament: Delivering on the Modernisation Agenda for Universities, KOM(2006) 208 final, pages 6–10, http://eur-lex.europa.eu/LexUriServ/site/en/com/2006/com2006_0208en01.pdf (last accessed March 9, 2008).Google Scholar

138 See also Lusine Hovhannisian, Clinical Legal Education and the Bologna Process, PILI Papers, Number 2, December 2006, http://www.pili.org/en/dmdocuments/pili_papers_2_3.pdf (last accessed March 9, 2008).Google Scholar

139 Joint declaration of the European Ministers of Education convened in Bologna on the 19th of June 1999, http://www.bologna-berlin2003.de/pdf/bologna_declaration.pdf (last accessed March 9, 2008).Google Scholar