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Law clinics have had a late start in Ghana, compared with similar initiatives in Canada. Although there have been consistent calls for the establishment of law clinics at various faculties of law across the country, development on the ground has been slow. Unlike Canada, no law school at present in Ghana has a law clinic that engages students in actual client representation. However, a comprehensive plan is now being introduced to provide legal aid and advice to the poor, and the Ghana Legal Aid Commission is taking steps to institute law clinics across the country's faculties of law. Nevertheless, it is yet to be seen how this will be achieved. Drawing on the Canadian experience, this thesis examines the effectiveness of the law clinic method as an innovation that could be used to advance access to justice in Ghana. In so doing, a comparative legal analysis is conducted of approaches to the clinic method in Ghana and Canada, to identify ideal practices that could support the development of clinical initiatives in these countries.
Clinical legal education has revolutionized legal education, from its deepest origins in the nineteenth century to its now-global reach.
Clinical legal education is playing an increasingly important role in educating lawyers worldwide. In The Global Clinical Movement: Educating Lawyers for Social Justice, editor Frank S. Bloch and contributors describe the central concepts, goals, and methods of clinical legal education from a global perspective, with a particular emphasis on its social justice mission. With chapters written by leading clinical legal educators from every region of the world, The Global Clinical Movement demonstrates how the emerging global clinical movement can advance social justice through legal education. Professor Bloch and the contributors also examine the influence of clinical legal education on the legal academy and the legal profession and chart the global clinical movement's future role in educating lawyers for social justice. The Global Clinical Movement consists of three parts. Part I describes clinical legal education programs from every region of the world and discusses those qualities that are unique to a particular country or region. Part II discusses the various ways that clinical programs and the clinical methodology advance the cause of social justice around the world. Part III analyzes the current state of the global clinical movement and sets out an agenda for the movement to advance social justice through socially relevant legal education.
Research Paper (postgraduate) from the year 2019 in the subject Organisation and administration - Public administration, grade: 1.1, University for Development studies (Wa Campus), course: Social Administration, language: English, abstract: The provision of legal aid services for the poor, marginalized and excluded groups of persons has increasingly attracted the attention of the global development community due to its role in improving access to justice and in providing beneficiaries with access to legal entitlements, resolution of disputes, and justice processes. It has also been globally accepted under the Sustainable Development Goals (i.e. Goal 16) that rule of law and equal access to justice for all should be promoted at both national and international levels and that adequate investments in legal aid provision should also be made. Legal aid provision has emerged as a crucial tool aimed at strengthening democratic governance, fostering peace and achieving progress towards sustainable development. It has been regarded as an important tool in tackling issues of women’s inheritance rights, empowering local communities to promote the accountability of extractive industries, securing legal identity or ensuring equal access to health, education and other social and economic services (UNDP, 2016). In the African region, access to justice by impoverished and marginalized people has been a constraint. Women living in rural areas are denied their rights to inherit the property of their deceased spouse, subsistence labourers are denied their wage by persons who engaged their services, and some persons at times are held in police custody without due process of law. In view of these, many African countries have guaranteed the right to a fair trial and equal access to legal service in their Constitutions. The right to legal aid in Africa has been affirmed in various regional human rights documents such as the 1999 Dakar Declaration and Recommendations, the Principles and Guidelines on the Right to a Fair Trial and Legal Assistance in Africa (2001), the 2003 Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa and the 2004 Lilongwe Declaration on Accessing Legal Aid in the Criminal Justice System in Africa (UNDP, 2016b; Atuguba et al., 2006).
Clinical Legal Education (CLE) can be defined in broad terms as the study of law through real, or simulated, casework. It enables students to experience the law in action and to reflect on those experiences. CLE offers an alternative learning experience to the traditional lecture/seminar method and allows participants to take the study of law beyond the lecture theatre and library. CLE has been a part of English law schools for several decades and is becoming an increasingly popular component of a number of programmes. It is also well established in North America, Australia and many other countries around the globe. In some law schools, CLE is credit-bearing; in others, it is an extracurricular activity. Some CLE schemes focus on social-welfare law, whilst others are commercially orientated. A number are run in conjunction with third-sector organisations and many are supported by private practice law firms. This edited collection brings together academics, lawyers, third-sector organisations and students to discuss the present experience and potential of CLE. As such, it will be of interest to a wide and diverse audience, both within and outside the UK.
Around the world, access to justice enjoys an energetic and passionate resurgence as an object both of scholarly inquiry and political contest, as both a social movement and a value commitment motivating study and action. This work evidences a deeper engagement with social theory than past generations of scholarship.