1. University of the South Pacific VICTORIA UNIVERSITY, Wellington
ADVANCING BETTER GOVERNMENT THROUGH TEACHING STUDENTS PRACTICAL POLICY ENGAGEMENT
Anita Jowitt
University of the South Pacific
ALTA, 4 -6 July 2016,
VICTORIA UNIVERSITY, Wellington

2. Oppositions Practical Vocational skills: problem solving for clients
THE GOOD STUFF
Theoretical
(impractical)
Jurisprudence, policy
WASTE OF TIME/ IVORY TOWER/ REMOTE

3. But Vocations on graduation are changing
Only a small percentage of LLB graduates now enter legal practice
Being able to operate in the politico-legal law reform sphere is, in my experience as a policy practitioner, very practical

4. Argument
Law schools have an obligation to teach how to engage in legal policy as a practical skillset
At USP, an LLB programme outcome (like a TLO) is
Ability to contribute to the development of South Pacific countries’ laws and legal systems

5. Argument + response
Law schools have an obligation to teach how to engage in legal policy as a practical skillset
OK, but how? What does this even mean?
For legal reasoning there are lots of models/examples to follow (IRAC, memo to senior partner, letter of advice to client, written submissions to court, mooting) but what legal policy activity/assessment examples can I adapt to my courses?

6. Recent policy practitioner experiences
2013: Vanuatu Youth Parliament
Members of parliament debating mock Bills
Young – some with little schooling
Critical reasoning worksheets
Expose cognitive (critical reasoning) processes
Allows focus on process of political law reform debate
: Employer rep, Vanuatu Tripartite Labour Advisory Council
Employment Relations Bill; IDA; Minimum wage setting; National Sustainable Development Plan
Developing/expressing consensus as representative of a particular constituency
Responding in a policy vacuum
Advocating
Academic essays NOT acceptable

7. Using experience to enrich teaching
LW 305: 300 level option (formerly compulsory) on developments in, and how to develop, law in the Pacific
Youth parliament process +
TLAC position papers

8. Assessment
In group assume position of an NGO, reach consensus and prepare position paper for Minister/Parliamentary Select Committee on Bill
3 pages max

9. Youth Parliament influence
Same Bills
Same worksheet approach as Youth Parliament
Process:
Is there a real issue in society that needs to be addressed? (Context analysis)
Is a legal response appropriate for the issue? (Goal definition, context analysis, impact analysis)
Does particular wording of Bill address issue appropriately? (impact analysis, legal analysis)

10. TLAC influence Writing style American K12 Argumentative Standard
Opinion writing vs
persuasive writing vs
argumentative writing

11. Student responses Position paper 1 done very badly
New way of looking/thinking/expressing
Position paper 1 could be resubmitted
Almost all groups took this chance
Position paper 2 done better
No groups chose to find and respond to a real Bill or LRC discussion paper
Student feedback overwhelmingly positive

12. For 2016 Same approach (making cognitive processes transparent)
Position paper 1 can do a mock Bill with worksheet OR an issue from Vanuatu Constitution Amendment Bill
Position paper 2 can choose another issue from Vanuatu Constitution Amendment Bill or any other Bill/LRC paper

13. Transferable?
Model being used by Public Intl Law lecturer in 2016 s 2 (easy pre-designed activity)
In NZ/Australia
Parliament has constant Select Committee calls for submissions (and material on how to write a submission)
Law Reform discussion papers are frequent & common
Also extendable
Get NGOs, political parties… involved as clients

14. What else to build practical policy skills?
Example authentic policy practitioner assessments (in a non clinical setting & without linking with external actors)
Briefing paper from detailed policy report
Council of Ministers paper
LRC-style discussion papers
LRC-style recommendations papers