The Barriers to the CLE Practice in Russia, in Comparison Light with the European Union and the United Kingdom

Clinical legal education (CLE) is commonly used to refer to a law teaching method that incorporates experiential learning aimed at development of students’ legal knowledge and skills. At the same time, CLE also has social justice mission as it serves the needs of vulnerable members of society. Like any other teaching methods, CLE requires a specific environment and factors to be in place to embrace its mission at maximum level and to allow its learners to reach pre-defined learning outcomes. While researching in three Western European university legal clinics, and then studying the legal clinics in Russia, I have reached the conclusion that CLE in Russia cannot fully exploit its mission and reach its objectives. While some barriers that prevent Russian universities to effectively run CLE are obvious, there are also the ones which will be new to a reader. Below I discuss the factors that could be considered as barriers preventing CLE practice in Russia to be effective in driving for its mission and goals, both from educational and social justice perspectives

Clinical Legal Education in Malta: Learning from experience and identifying the challenges

This paper introduces the reader to clinical legal education in Malta by: 1) outlining how the internal hybridity of the Maltese legal system and the juxtaposition of English and Continental models in Maltese legal education have influenced the development of the Law Clinic at the University of Malta; 2) describing how the Maltese clinical model operates currently; 3) reviewing the experiences of students involved in clinical work