Bradley Henderson, a student at the University of Ottawa School of Law in Ottawa, discusses post-secondary education in Canada post-COVID-19 …
When the COVID-19 pandemic began, post-secondary schools quickly shifted to virtual learning environments: They quickly adopted virtual technology platforms and, as the pandemic fluctuated in intensity, established functional, effective, and integrated bimodal learning platforms (i.e., in-person). lectures with the possibility of participating remotely). University faculties are proud of these rapid transitions, which have allowed them to pursue a high-quality education while protecting students, their families and society.
At the time, university administrators speculated that incoming cohorts would be part of a “new normal” or more flexible learning environment moving forward. Bimodal learning allowed those who wished to attend classes in person to do so. However, it has also enabled students to learn remotely when it is best suited to their needs, to live in more affordable housing situations, to care for family members and to better engage in other personal responsibilities. For some, commuting time has been replaced by study. And for others, especially those with physical or mental health conditions, barriers to education have been significantly reduced. The envisaged ‘new normal’ —or a choice of an optimal, individual-centered mix of personal, bimodal, and online learning — suddenly became desirable.
This new standard was a welcome change to the delivery of post-secondary education – a shift away from the rigid, outdated and patriotic one-person program delivery pre-COVID-19. Many hoped that some of these flexibilities, such as bimodal learning and online course options, along with personal classes, would continue post-COVID-19, leading to a fairer and more effective education. However, it turns out that this desire may have been overly optimistic and that not everyone has the same concept of a “new normal.” The elastic bands of “flexible approaches to COVID-19” are returning, and some organizations are making unilateral decisions. without adequately consulting students or considering their best interests and needs.
For example, the University of Ottawa School of Law recently informed two-year general law students that the Federation of Legal Societies of Canada, the national coordinating body of 14 law firms across Canada, still requires at least one full year (or the equivalent of about ten courses) of personal learning. Canadian law schools must meet this requirement to remain accredited, and graduates of Canadian common law programs must meet this requirement to enter legal social recognition programs (as agreed by those law firms). The rule itself (ss. 1.2) states that “[t] he course of study consists primarily of in-person teaching and learning and / or [added emphasis] teaching and learning which involves direct interaction between teacher and students.” However, the Federation’s interpretation of this rule – requiring at least one year of personal instruction – seems to impose on law students and Canadian law students far beyond an acceptable interpretation of the written text of the National Requirement, which is synchronous, interactive bimodal and online learning. otherwise it would seem to satisfy. While the Federation’s general interest goals include fostering specific skills and competencies in legal education and the legal profession, such as interpersonal communication and problem-solving skills, they have not been publicly justified as their interpretation of ss. 1.2 is reasonable or necessary to achieve its goals in a modern technological world.
The rigid rule of the Federation, and their interpretation of that rule, means that many law students at the University of Ottawa who have been forced to adapt to online and bimodal learning over the past two years will have to take each course in person next year. These students will not be able to take any online course offered by the Faculty of Law or any other university, nor will they be able to complete primarily virtual internships, other experience or research-based opportunities – although many employers and institutions are changing. to hybrid environments.
Furthermore, the University of Ottawa’s Faculty of Law also noted that “online or bimodal course offerings [in 2022-2023] will be extremely limited.” The Faculty has the technology to enable fair two-way learning, however it chooses, in general, not to use it. Its planned post-COVID-19 program delivery plan also disagrees with recent messages from various Canadian governments about COVID-19, (i.e., “personal responsibility” and “individual risk assessment”).
The failure of the Federation, its respective legal societies and the University of Ottawa Faculty of Law to adequately adapt to an ever-changing world moving forward demonstrates the entrenched rigidity of such organizations (i.e., conservative, paternalistic, “old-fashioned” opinions, processes, and so on). policies that are reluctant to change, and which have also plagued the legal profession in relation to article and student labor standards issues).
The Federation’s decision to continue to impose one-year value on personal classes ultimately places an unfair burden on two-year law students who have already addressed many personal and social challenges during the COVID-19 pandemic. Furthermore, its policy does not reflect the fact that in-person and online learning environments in bimodal classrooms were, for all intents and purposes of many student perspectives, generally equivalent. It also fails to acknowledge that many online classes are highly interactive and are in line with the Federation’s “personal interaction” goals for law students and the profession more broadly. Instead, large numbers of students will be forced into overcrowded lecture halls this fall, regardless of their individual COVID-19 risk or learning needs.
While many post-secondary students are excited to return to in-person classes and activities, this desire should not be fused with a preference for antiquated, paternalistic, unjust, and inflexible or all-or-nothing approaches to university education. Organizations should not prioritize outdated and ineffective policies based on a technological past over the needs, mental health and best interests of students, especially where other (now proven) approaches are available and could meet the public interest goals of those organizations.
Law studies should require some personal instruction going forward; however, we must be careful not to reintroduce or maintain paternalistic and unnecessary barriers in educational institutions, especially with regard to already unfair and barrier-intensive career paths such as the practice of law. The key to an effective post-COVID-19 delivery program will be choice and flexibility, which are responsible for the needs of students, learning styles and personal lives, (i.e., an optimal mix of personal, bimodal and online teaching, especially where the quality). of teaching is equal). Importantly, institutions, not individual teachers, should take on this flexible program delivery responsibility through their continued adoption of new technologies and strong technical support for teachers.
What we saw as normal before the COVID-19 pandemic should not dictate what we see as normal going forward. Our new norm should be based on student empowerment and support, based on flexibility and individual choice that respects the needs of those individuals and promotes equality. The Federation, the respective law firms and law schools should change their policies to reflect the needs and best interests of students, especially where they align with the best interests of the public.
Bradley Henderson is a sophomore law student at the University of Ottawa School of Law.
Suggested quote: Bradley Henderson, Legal Education in Canada Post-COVID-19, JURIST – Student Commentary, March 28, 2022, https://www.jurist.org/commentary/2022/03/Bradley-Henderson-legal -education- Canada-post-COVID-19 /.
This article was prepared for publication by Amanda March, editor of JURIST. Please direct any questions or comments to her at [email protected]
Opinions expressed in JURIST Commentary are the sole responsibility of the author and do not necessarily reflect the opinions of the editors, employees, donors of JURIST or the University of Pittsburgh.
How do I become a judge?
How to become a judge On the same subject : ‘Alexa, Stop Eavesdropping’: Amazon Hit With Class Action Alleging Smart Speakers Unlawfully Save Voice Recordings.
- Earn a bachelor’s degree.
- Take the Law School Admission Test.
- Attend law school and earn a doctorate in law.
- Pass the bar exam.
- Create your resume.
- Consider becoming a clerk.
- Practice law.
- Win your judgment.
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This week, Allison Jones Rushing was confirmed for a lifetime position in the Fourth Provincial Court of Appeals by a 53-44 party-line vote. At 37, Rushing is the youngest confirmed federal judge in more than 15 years.
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Who can call themselves a solicitor?
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Do British people call lawyers solicitors?
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Is a solicitor the same as a lawyer?
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Is a solicitor higher than a lawyer?
But when we see ‘lawyer’ used, it’s probably someone who can practice the law – usually a lawyer or a lawyer. These are two different types of lawyers who have had different training and experience. There is no hierarchy, with neither lawyers nor appellate lawyers acting as more senior.
Do British people call lawyers solicitors?
lawyer, one of the two types of practicing lawyers in England and Wales — the other being the appellate lawyer who pleads cases before the court.
Is a lawyer and solicitor the same UK?
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Quelle est la différence entre un avocat ?
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