DOCSLIB.ORG

Factors Influencing Students' Performance in the Kenyan Bar Examination and Proposed Interventions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Factors Influencing Students' Performance in the Kenyan Bar Examination and Proposed Interventions KENYA SCHOOL OF LAW Factors Influencing Students’ Performance in the Kenyan Bar Examination and Proposed Interventions Final Report September 2019 i Table of Contents Executive Summary ...................................................................................... v Abbreviations and Acronyms ......................................................................... xi 1 Background and Study Context ............................................................... 1 1.1 Introduction .................................................................................. 1 1.2 Interpretation of Terms of Reference ............................................. 4 1.3 Methodological Approach ............................................................... 4 2 Evolution of Legal Education in Kenya and Institutional Frameworks ......... 9 2.1 Development of Legal Education in Kenya ...................................... 9 2.2 Functions of Legal Education System in Kenya ............................... 11 2.3 Institutional Framework for Legal Education and Training in Kenya . 11 2.3.1 The Council of Legal Education ..................................................12 2.3.2 The Kenya School of Law ..........................................................15 2.3.3 Restructuring of the Kenya School of Law and Council of Legal Education .............................................................................................16 2.3.4 The Law Society of Kenya ..........................................................17 2.3.5 The Commission for University Education ...................................18 3 Legal and Regulatory Framework for Legal Education in Kenya ................21 3.1 The Council of Legal Education Act (Cap 16A), 1995 (repealed) ...... 21 3.2 The Council of Legal Education (Kenya School of Law) Regulations, 2009 (the Legal Notice No. 169 of 2009) ................................................ 21 3.3 The Universities Act No. 42 of 2012............................................... 22 3.4 The Legal Education Act 2012 ....................................................... 22 3.5 The Kenya School of Law Act, 2012............................................... 23 3.6 Statute Law (Miscellaneous Amendments) Act, 2014 ...................... 24 3.7 The Kenya School of Law (Training Programmes) Regulations, 2015 24 3.8 The Legal Education (Accreditation and Quality Assurance) Regulations, 2016 ................................................................................. 25 3.9 The Advocates Act, Cap 16 ........................................................... 26 3.10 The Law Society of Kenya Act, 2014 .............................................. 27 3.11 Requirements for Legal Education and Legal Training in Kenya ....... 27 3.11.1 Course Structure and Entry Requirements ...............................27 3.12 Undergraduate Universities Offering Law Programmes ................... 36 3.12.1 Licensing and Accreditation Status ..........................................36 3.12.2 Entry Requirements ...............................................................37 ii 3.12.3 Quality Standards of Legal Education Providers ........................41 3.12.4 Law School Programme (Course) Administration and Performance in Bar Examinations ..............................................................................42 3.13 Related Studies on Factors Influencing Student Performance in Bar Examinations ........................................................................................ 43 4 Bar Examinations Performance and its Correlates ...................................53 4.1 Bar examinations performance ...................................................... 53 4.2 Factors Influencing Students’ Performance in Kenyan Bar Examinations ........................................................................................ 58 4.2.1 Legal Education at Undergraduate (University) Level ...................58 4.2.2 Structure of Advocates Training Programme and KSL Support .....64 4.2.3 Examinations ............................................................................83 4.2.4 Other Factors ............................................................................93 5 Lessons Learned from Case Studies on the Conduct and Structure of Bar Examinations in Various Jurisdictions ............................................................98 5.1 South Africa ................................................................................. 98 5.2 East Africa ................................................................................. 101 5.3 The United Kingdom (England, Wales and Ireland) ...................... 102 5.4 New Zealand .............................................................................. 104 5.5 The United States of America ...................................................... 107 5.6 Assessing Pass Rates in Various Jurisdictions ............................... 107 6 Emerging Issues, Conclusions and Recommendations to Improve Performance in the Bar Examination ........................................................... 116 References ................................................................................................ 126 Appendices ............................................................................................... 128 Annex 1: Data obtained from KSL ............................................................... 128 Annex 2: Glossary of Cases ........................................................................ 130 List of Tables Table 1: Licensing status of legal education providers as at 18th June 2019 ....36 Table 2: Performance of graduates from various universities in November 2018 Bar examinations .........................................................................................41 Table 3: Performance in November Regular Examinations/First-Sitting, 2016 - 2018 ...........................................................................................................54 Table 4: Performance in the November Resits, 2016-2018 .............................54 Table 5: Performance in July Regular Examinations/First Sitting, 2017-2019 ...55 Table 6: Performance in July Resits, 2017-2019 ............................................55 Table 7: ATP performance by Unit 2016-2019 ...............................................57 Table 8: Students’ performance in Bar examinations ......................................59 Table 9: KUCCPS Cut-Off System for Law .....................................................59 iii Table 10: Correlation between course curriculum design and performance in the bar examinations .........................................................................................68 Table 11: Suitability to administer and assess orals .......................................87 Table 12: Suitability to administer and assess project work ............................88 Table 13: Suitability to administer and assess written Bar examinations ..........89 Table 14: New Zealand Professional Legal Studies Course Content ............... 104 Table 15: Trends in Bar pass rates in South Africa ....................................... 108 Table 16: Trends in Bar Pass Rates in Ghana, 2017-2019 ............................ 108 Table 17: Trends in Bar Pass Rates in UK BPTC, 2010-2017 ......................... 108 Table 18: Overall trends in Bar Pass Rates in USA, 2016-2018 ..................... 109 Table 19: Trends in overall Bar pass rates for first time takers across various States in USA, 2016-2018 .......................................................................... 109 Table 20: Admissions disclosures from world-leading law schools offering professional legal education ....................................................................... 111 Table 21: Trends in Bar pass rates in the Philippines, 2000-2017 ................. 113 Table 22: Trends in Bar pass rates in Malaysia, 1984-2018 .......................... 114 List of Figures Figure 1: Distribution of key informants across the legal services sector .......... 6 Figure 2: Trends in ATP students and Bar examination performance, 2009-2019 ..................................................................................................................54 Figure 3: Influence of course curriculum design on performance in the Bar examinations...............................................................................................69 Figure 4: KSL performance in various aspects ...............................................74 Figure 5: The extent to which high student-lecturer ratio influences pass rate .80 Figure 6: Suitability to administer and assess orals ........................................86 Figure 7: Suitability to administer and assess project work .............................87 Figure 8: Suitability to administer and assess written Bar examinations ..........88 iv Executive Summary Legal education training programme in Kenya is a pathway to the legal profession. The programme is delivered through the Bachelor of Laws (LL.B) at undergraduate level and advocates training programme. The Bachelor of Laws course is delivered through accredited universities, and the Kenya School of Law (KSL) conducts a postgraduate training for law graduates which is known as the Advocates Training Programme (ATP). The ATP trains and prepares law graduates for the written Bar Examinations which are set, administered and marked by the Council of Legal Education (CLE). Upon successful completion of the ATP which includes pupillage,
Load more

Recommended publications
  • Recognized University Campuses in Kenya – July 2016
    RECOGNIZED UNIVERSITY CAMPUSES IN KENYA – JULY 2016 NO. UNIVERSITY CAMPUS/CONSTITUTE ACCREDITATION NT COLLEGE STATUS A. BARINGO COUNTY 1. Kisii University Eldama Ravine Campus Under Review 2. Kisii University Kabarnet Campus Under Review B. BOMET COUNTY 3. University of Kabianga Sotik Campus Under Review C. BUNGOMA COUNTY 4. Kibabii University Main Campus Accredited in 2015 5. Masinde Muliro University of Bungoma Campus Under Review Science and Technology 6. Masinde Muliro University of Webuye Campus Under Review Science and Technology D. BUSIA COUNTY 7. Moi University Alupe University College Accredited in 2015 E. EMBU COUNTY 8. University of Nairobi Embu University College Accredited in 2011 9. Kenyatta University Embu Campus Under Review 10. Laikipia University Embu Campus Under Review F. GARISSA COUNTY 11. Moi University Garissa University College Accredited in 2011 G. HOMA BAY COUNTY 12. Maseno University Tom Mboya University Adopted as accredited in 2016 College 13. Maseno University Homa Bay Campus Under Review H. KAJIADO COUNTY 14. Adventist University of Africa Main Campus Accredited in 2013 15. Africa Nazarene University Main Campus Accredited in 2002 16. KAG EAST University Main Campus Adopted as accredited in 2014 17. The East African University Main Campus Accredited in 2010 18. KCA University Kitengela Campus Under Review I. KAKAMEGA COUNTY 19. Masinde Muliro University of Main Campus Accredited in 2013 Science and Technology 20. Mount Kenya University Kakamega Campus Accredited in 2016 J. KERICHO COUNTY 21. Kenya Highlands Evangelical Main Campus Accredited in 2011 University 22. Kenyatta University Kericho Campus Accredited in 2016 23. University of Kabianga Main Campus Accredited in 2013 24.
    [Show full text]
  • Prof. William Wanjala Toili Date of Birth
    1 PROFILE OF WILLIAM WANJALA TOILI PERSONAL DETAILS FULL NAME : PROF. WILLIAM WANJALA TOILI DATE OF BIRTH : 18TH APRIL 1953 NATIONALITY : Kenyan, ID NO 6140801; Passport No. A1186400 MARITAL STATUS : Married PLACE OF WORK: Masinde Muliro University of Science and Technology (MMUST) Department of Science and Mathematics Education P.O. Box 190 -50100 KAKAMEGA, KENYA Tel. (056) 20724, Mobile 0718-504614/0775-218078 Fax (056) 30153 E-mail: [email protected] CURRENT APPOINTMENT: Associate Professor in Science and Environmental Education, Department of Science and Mathematics Education Masinde Muliro University of Science & Technology CAREER GOAL : To effectively conduct research, teach and disseminate knowledge and skills in order to empower humanity to realize their potential and control their destiny. SPECIAL SKILLS - Communicates well in English, Kiswahili and Luhya - Setting personal and organizational goals and effectively implementing them. - Conducting informed guidance and counseling of both youths and adults. - Preparing effective academic and small scale research proposals and writing comprehensive reports - Developing and evaluating academic programs at all levels and sectors of education. - Citizenship action skills such as mobilizing people to conduct informed environmental conservation. - Organizing successful seminars/workshops/training. - Preparing effective institutional strategic plans. EDUCATION AND ACADEMIC QUALIFICATION 1994 – 2001: Doctor of Philosophy in Science and Environmental Education; Maseno University, Kenya. Awarded November, 2001 1988 - 1989 : Master of Education in Science and Environmental Education, School of Education, University of Leeds, England, U.K. Awarded May, 1990. 1987 : Postgraduate Certificate in Environmental Education, Moi University, Kenya. Awarded 1993. 1 2 1983 - 1985 : Master of Education in Teacher Education (Science Education and Curriculum Development); University of Nairobi, Kenya.
    [Show full text]
  • Is It Terrorism Or Economic Sabotage?
    KHRC’s 2014-2018 Also Inside: The Truth about Marriage Bill; Strategic Plan: discussed by the Kenyatta "...The KHRC is permanent, University Legal Aid Clinic. The issue of Anglo-Leasing, By irreversible and Mr. Joseph Agwata (KUSOL irrevocable.” Alumni) Page | 1 Is It Terrorism or Economic Sabotage? Join the conversation facebook.com/kenyanlegal; twitter.com/The_Kenyan_Legal There’s more things in Heaven and Earth than what's dreamt of in Philosophy, and on Page | 2 the other hand, Religion is what keeps the poor from killing the rich, but certainly, is there more to the Islam religion and the Salafi philosophy/ideology than to just killing in the name of ‘God’? and why Kenya in particular? What makes the other East African countries out of the premium? Find out in this issue. Now, since the whole world is watching, we at Kenyan Legal want to always give you something special; something good, like a river glory, and in that spirit, I introduce to you our panel members of the Reviewer Feedback Programme, the Kenyatta University Legal Aid Clinic, and the strategic Plan 2014-2018 of the Kenya Human Rights Commission(KHRC),and as Prof. Makau Mutua once stated,"...The KHRC is permanent, irreversible and irrevocable.”, we share the same optimism. Still progressing to give you nothing short of the best, this is Issue #8 of the Kenyan Legal Magazine; Real Kenya, Real Issues. Welcome. REGARDS, Michael Michael Opondo O. www.michaelopondo.wordpress.com Managing Editor, KENYAN LEGAL The Kenyan Legal Team The Branch Co-Ordinators The Secretariat Kenneth Kimathi: Kenyatta University Michael O.
    [Show full text]
  • Influence of Media Training on the Competence of Journalists in Kenya
    Influence of Media Training on the Competence of Journalists in Kenya: Perceptions of Standard Group Limited Managers and Senior Journalists Amukuzi, Marion1, Kuria, Githinji Martin2 Riara University, Kenya1, Karatina University, Kenya2 Correspondence: [email protected] Abstract A number of researches have indicated that training institutions have failed to impart skills and knowledge to students that would be transferred to the industry upon graduation and employment, hence the quality of journalists graduating is wanting. The purpose of this study was to investigate the influence of media training on the competency of journalists in Kenya. Curricula were sampled from selected Kenyan universities and adequacy of training material investigated. Non-probability sampling procedure involving purposive and snow-ball sampling methods were used to identify the 9 participants comprising media managers and senior journalists in one media organization. Data was analysed thematically and presented in a narrative form in accordance with the themes. According to the SG media managers and senior journalists, journalists trained in Kenya lack practical skills required in the job market. Consequently, media houses are recruiting graduates in other disciplines such as English, Medicine, and Law while others have resorted to re-training the new recruits. It is recommended that media training institutions, regulators and other stakeholders should revamp existing curricula with the view to making them competency based. Keyword: Influence of Media, Journalists, Perceptions Standard Group Limited, Managers and Senior Journalists. Introduction and Background of the Study The performance of media in Kenya is closely related to the level of journalism training where appropriate training provides students with knowledge and skills to write accurate, fair, balanced and impartial stories (Mbeke, 2010).
    [Show full text]
  • RULES GOVERNING ADMISSION to the MISSISSIPPI BAR Adopted by the Board of Bar Admissions and Approved by the Mississippi Supreme Court
    RULES GOVERNING ADMISSION TO THE MISSISSIPPI BAR Adopted by the Board of Bar Admissions and Approved by the Mississippi Supreme Court Adopted November 1, 1979 Including Amendments Through May 30, 2019 MISSISSIPPI BOARD OF BAR ADMISSIONS Post Office Box 1449 Jackson, Mississippi 39215-1449 Gartin Justice Building 450 High Street Second Floor Jackson, Mississippi 39201 Phone: (601) 576-4620 Fax: (601) 576-4730 Table of Rules Rule I. Definitions and Interpretations. 1. Definitions. 1 2. Interpretation. 1 3. Headquarters.. 1 II. Board of Bar Admissions. 1. Appointment -- Term of Office. 2 2. Duties. 2 3. General Powers. 2 4. Devotion to Duty. 5 5. Essential Conduct. 5 6. Adverse Influences, Conflicting Duties and Inconsistent Obligations.. 5 7. Oath. 5 8. Compensation and Expenses. 5 9. Quorum. 6 i III. Application for Registration as a Law Student 1. Application Forms. 6 2. Registration as a Law Student.. 7 3. Late Registration as a Law Student. 7 4. Additional Investigation Fees. 8 IV. Examination Applications. 1. Application Forms. 8 2. Examination Applications for Applicants Who Have Filed Law Student Registrations. 9 3. Examination Applications for Applicants not Registering as Law Students.. 9 4. Late Applications for General Bar Examination.. 10 5. Qualifications for Examination Applicants. 10 6. Re-examination Deadlines and Fees. 11 7. Deferment. 12 8. Re-Examination in Excess of Three. 12 8. Examination of Disbarred Attorneys. 12 V. Disclosure and Confidentiality of Information. 1. Penalty for Failure to Disclose Information.. 13 2. Release of Confidential Information.. 13 3. Confidentiality of Information and Documents.. 14 4. Records. 15 VI. Admission by Comity and Reciprocity.
    [Show full text]
  • BUSALILE JACK MWIMALI B.A.L., LL.B., LL.M., Phd, AIII, ADV
    BUSALILE JACK MWIMALI B.A.L., LL.B., LL.M., PhD, AIII, ADV. ADDRESS Permanent Office P.O. Box 184, Goretti Munialo Mwimali & Co Adv Village Market, Uchumi House, 14th Flr Nairobi, Kenya P.O. Box 722 - 00100 Tel. +254720741027 Nairobi, Kenya Nationality: Kenyan Date of Birth: 25th Jan 1977 Gender: Male Marital Status: Married with one son Religion: Christian; Protestant OBJECTIVE To pursue an intellectually stimulating career and actualise a self-motivated professional life, in legal practice and research which would ensure a productive and gratifying outcome beneficial to me, my family and the society in general. 1 BACKGROUND Dr Mwimali is a law lecturer, an advocate of the High Court of Kenya and a human-rights practitioner, with an interest in legal education, litigation, and human rights advocacy. He has taught numerous courses in law at Jomo Kenyatta University of Agriculture and Technology; the University of Nairobi School of Law; Kenyatta University School of Law; Birmingham Law School; Riara Law School; KCA University; and Nazarene University School of Law. He is also experienced in human rights advocacy having worked for a number of Non-Governmental Human Rights Organisations. He is currently an advocate practicing with the law firm of Goretti Munialo Mwimali & Co. Advocates. He also serves as a senior lecturer at the School of Law, Jomo Kenyatta University of Agriculture and Technology and a part-time lecturer at Riara University School of Law. He doubles up as an international Consulting Associate with Odokel Opolot Advocates, Uganda. WORK EXPERIENCE Sept 2013 to Date: Senior Lecturer, School of law, Jomo Kenyatta University of Agriculture and Technology Teaching: Constitutional Law; Human Rights Law; Family Law; Insurance Law; Land Law; Equity; and Law of Trusts.
    [Show full text]
  • July 2021 CO Remote Bar Exam General Information Guide
    July 2021 Colorado Remote Bar Examination – General Information Guide The Office of Attorney Admissions (OAA) will update these FAQs as additional information becomes available, and strongly encourages Applicants to check OAA’s website frequently for updates. OAA will also notify Applicants of updates via a CiviCore announcement, CiviCore Messaging Center, web posting, and email. Keep Your Email Address Up-to-Date: Make sure that the email you provided to OAA in your online bar exam application is one you monitor on a regular basis. If your email address changes, please immediately update your Profile in CiviCore and notify your Licensure Analyst using the Messaging Center to ensure you continue to receive important information and updates. Applicants should be vigilant in checking their email spam filters or automated tagging performed by various email companies to ensure that messages from ExamSoft and OAA are routed to the Applicant’s primary mailbox. If possible, Applicants should approve messages that come from [email protected] and [email protected], or any messages with the @csc.state.co.us extension. Examination Overview What content will be tested on the examination? The July 2021 Colorado Examination will be the Uniform Bar Examination (UBE) prepared by the National Conference of Bar Examiners (NCBE). The UBE consists of six Multistate Essay Examination (MEE) items, two Multistate Performance Test (MPT) items, and 200 Multistate Bar Examination (MBE) items. How will the examination be administered? • Colorado will administer the examination remotely using ExamSoft Examplify® secure testing software. • Examplify® software will include ExamID and ExamMonitor tools to provide identity verification via facial recognition, audio/video recording with artificial intelligence, and human proctor review.
    [Show full text]
  • The Uniform Bar Examination: a Benefit to Law School Graduates 7 to Assess These Competencies
    THE UNIFORM BAR EXAMINA T ION : A BENEFI T T O LAW SCHOO L GRAD U A T E S by Veryl Victoria Miles uring the past academic year, I have The audiences I have addressed have included had the opportunity to discuss with law school students, law school deans, judges, and a variety of audiences some of the practitioners. As one can imagine, responses to the changes and innovations that have first three catalysts listed above have varied from Dtaken place within law schools and some that will school to school, which is understandable given the be coming to the law school community in the diversity one finds in the law school community in near future. The catalysts for these changes and terms of mission, academic program, student body, innovations are a variety of unrelated events, studies, and the employment market traditionally served. and initiatives, including However, with respect to the fourth catalyst— NCBE’s concept and promotion of the Uniform Bar 1. the 2007 report of the Carnegie Foundation Examination—there has been general interest and for the Advancement of Teaching recom- support. mending that legal education be delivered in a more integrative manner that links learn- In each presentation, I have identified myself as ing the law to law practice;1 having a dual interest in the promotion of the UBE. 2. the impact of the economic recession begin- The first reason for my interest is my service on the ning in 2008 on the legal employment mar- NCBE Special Committee on the Uniform Bar Exam ket and law school placement and career and my belief that a uniform examination used by services programs; all jurisdictions is a very pragmatic way to address the increasingly multijurisdictional nature of law 3.
    [Show full text]
  • The Legal Profession: Bar Admission, History, and Diversity
    CHAPTER 1 The Legal Profession: Bar Admission, History, and Diversity A. Admission to the bar 1. Bar admission in the nineteenth and twentieth centuries 2. Contemporary bar admission requirements 3. The bar examination 4. The character and fitness inquiry B. History and development of the U.S. legal profession 1. Pre- revolutionary America 2. The nineteenth and twentieth centuries 3. History of American legal education C. Diversity and discrimination in the legal profession 1. Women lawyers 2. Lawyers who are people of color 3. Lesbian, gay, bisexual, transgender, and queer lawyers 4. Lawyers with disabilities 5. Lawyers from low- income families 6. Other bases of discrimination in the legal profession 17 18 Chapter 1 ● The Legal Profession: Bar Admission, History, and Diversity The history of admission to the American legal profession is partly one of exclu- sion. American lawyers and their newly organized bar associations initially reg- ulated who could practice law as a way to establish and maintain high profes- sional standards. Prominent lawyers and bar organizations sought to protect clients from unscrupulous lawyers and to ensure that admitted lawyers were qualified. But the history of these early regulatory efforts is replete with evi- dence of bias against women, people of color, immigrants, Catholics, Jews, and others who were not white Protestant men. The regulators also sought to protect their turf and to limit competition. In this chapter, we begin with a look at contemporary standards for admis- sion to the bar. This has practical importance for current law students, who will soon encounter the licensing process. The second part of the chapter summarizes the history of the American legal profession and of legal education.
    [Show full text]
  • Where Is FIDA?
    Page | 1 KENYAN WOMEN AT DUSK: Where is FIDA? Also Inside: Main Party behind Wanguru Sacking Agenda Raila’s Return and what it means to the Ruling Join the conversation facebook.com/kenyanlegal;Coalition twitter.com/The_Kenyan_Legal Tribalism a Cake Baked By the Government The main gender identities in a family/society setting need not necessarily be positively Page | 2hostile towards each other as none of them can subsist alone but the current sound of FIDA’s silence is rather surprising because gender-based violence against women is so clearly an increasing problem in the country Kenya now taking the form of normalcy-as being part of a Kenyan woman’s life, but, the farther we penetrate into the primitive history of thought, the farther we find ourselves from a conception of progress and development which all along it resembles. To ask for action from the government is rather rhetoric but from FIDA-Kenya, I cannot help asking for something more, for some central notion which shall account not only for the elimination of gender based violence but also for its permanence. It may be doubted whether this quest can be successful. As time progresses, so do we; or rather we strive to. I therefore welcome you to the Ninth issue of Kenyan Legal magazine; this is it-It’s Real Kenya, Real Issues. Be my guest. REGARDS, Michael Michael Opondo O. www.michaelopondo.wordpress.com Managing Editor, KENYAN LEGAL The Kenyan Legal Team The Branch Co-Ordinators The Secretariat Kenneth Kimathi: Kenyatta University Michael O. Opondo: Managing Editor. (School of Law) Sheila Mokaya: Assistant Editor.
    [Show full text]
  • Illusionsof Location Theory
    ILLUSIONS OF LOCATION THEORY Consequences for Blue Economy in Africa Edited by Francis Onditi Riara University, Kenya and Douglas Yates American Graduate School, Paris, France Series in Politics Copyright © 2021 by the authors. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Vernon Art and Science Inc. www.vernonpress.com In the Americas: In the rest of the world: Vernon Press Vernon Press 1000 N West Street, C/Sancti Espiritu 17, Suite 1200, Wilmington, Malaga, 29006 Delaware 19801 Spain United States Series in Politics Library of Congress Control Number: 2020943381 ISBN: 978-1-64889-021-5 Product and company names mentioned in this work are the trademarks of their respective owners. While every care has been taken in preparing this work, neither the authors nor Vernon Art and Science Inc. may be held responsible for any loss or damage caused or alleged to be caused directly or indirectly by the information contained in it. Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked the publisher will be pleased to include any necessary credits in any subsequent reprint or edition. Cover design by Vernon Press using elements designed by Freepik. Table of Contents List of Figures and Tables vii Foreword ix Narnia Bohler-Muller Human Sciences Research Council; University of Fort Hare; University of Free State
    [Show full text]
  • CHART 4: Foreign Legal Education
    CHART 4: Foreign Legal Education If graduates of foreign law schools are eligible for admission by examination If a foreign law school Are graduates under your rules, are any of the following required? graduate obtains an of foreign LL.M. or other graduate law schools law degree from an ABA- eligible for approved law school, is Legal Additional Practice admission by Determination of Admission in the graduate then eligible education education at an of law in examination? educational another U.S. to take the bar exam on in English ABA-approved foreign equivalency jurisdiction this basis alone? common law law school jurisdiction Jurisdiction Yes No Yes No Alabama X X X X X X X Alaska X X X X X X Arizona X X Arkansas X X California X X X X X X Colorado X X X X Connecticut X X X X Delaware X X District of Columbia X X X Florida X X X Georgia X X X X Hawaii X X X X Idaho X X Illinois X X X X Indiana X X Iowa X X Kansas X X Kentucky X X X X Louisiana X X X X Maine X X X X Maryland X X X X Massachusetts X X X X Michigan X X Minnesota X X Mississippi X X Missouri X X X X X Montana X X Nebraska X X Nevada X X X New Hampshire X X X X New Jersey X X New Mexico X X X New York X X X X North Carolina X X X North Dakota X X Ohio X X X X (continued) CHART 4: Foreign Legal Education 13 CHART 4: Foreign Legal Education (continued) If graduates of foreign law schools are eligible for admission by examination If a foreign law school Are graduates under your rules, are any of the following required? graduate obtains an of foreign LL.M.
    [Show full text]