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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

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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

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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

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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

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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

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