Nick Johnson Former Rector, ILPD Rwanda
Transition from French to English Civilian tradition with new elements of Common Law Initial professional training of Lawyers, Judges and Prosecutors together Backlog
Postgraduate Diploma in Legal Practice (DLP) Compulsory from 2013 and 3 years for experienced practitioners to complete Refocussed on to legal skills with pathways for each profession Four modes of delivery with common learning outcomes: F/T, P/T, Executive mode and Work Based Learning (WBL)
lecturer Formal Learning Student Work based learning mentor Mentoring students on WBL
Minimum level of professional experience Learning Outcomes (LOs) 50/50 formal learning and WBL- conversion of traditional LOs to work based tasks Experienced and high profile mentors Learning log for completion during work period-per module and per profession
Helping learners to become active in identifying their needs and aspirations Acting as a guide and consultant Helping learners develop their abilities of critical reflection and enquiry and evaluating those abilities Helping learners identify and work with ethical issues Helping learners make effective use of workplace resources Developing and evaluating learners’ academic skills and helping them use them in the workplace Providing feedback to the academic director on progress
Component of Examination Contribution to the final grade Module assessment This assessment consists of three elements: Continuous assessment: assignments maximum 25 % Research exercise(s) 25% Written exams after modules: After each of the nine modules, candidates will undergo a written Exam. The average for the written exams will count up for a maximum of 50 % Total of continuous assessment, Research Exercise(s) and written exam =100% 70% Learning Log The learning log done under the supervision of a mentor must be submitted to ILPD by a date notified to the student after the end of Module 9. The report is marked by the Mentor and ILPD out of 100 and counts for a maximum of 30% 30 % Maximum total number of marks100%
The nature of situated learning: authenticity Distinction between articulating professional quality through paper or performance and demonstration in the field Mentor perception v academic perception v employer perception Greater emphasis on result than process
Ability to identify learning and take stock of the key pieces of information or elements of learning activities Application of the learning in personal practice Analysis of personal learning style Critical analysis of learning achieved Identification of practical steps to develop learning Writing skills