Reformulating Clinical and Continuing Legal Education:

The Demand on Creating Skilful Professional Jurist in Indonesia

Iqbal Felisiano and Muchammad Zaidun

Universitas Airlangga, Dharmawangsa Dalam Selatan, Surabaya, Indonesia

Keywords: Legal Clinic, Skill, Professional Jurist.

Abstract: Establishing legal clinic in a law school is one of the keys to create law school graduates to be come a

professional jurist. To reach this purpose the legal education has to reform the teaching methodology, and its

interdiciplianary approach. The option lies between creating a new externship program or modifying the

course by adding practice knowledge. One of the obstacles that may arise is the limitation of the student to

conduct an advocacy to defend their client’s rights in the court, since they have to represent their clients, as a

party's authority to sue or be sued in a representative capacity. Indonesian legal profession faced the growing

public distrust of the legal profession as the result of increasing perception of incompetency and corruption

in legal profession. A program to restore the public trust of legal profession should be paved immediately,

and Law School as an intitution that produces lawyers, has the responsibility to restrore it. In the context of

controlling the professionalism of lawyers, Contionuing Legal Education is a program for legal profession

having the capacity to promote social justice dimension of the practice of law and other professional values

for lawyers.

1 INTRODUCTION

In Indonesia, the begining of legal aid estabilished in

the 1940s by Professor Zelyemaker, a Dutch

professor of law who developed a legal aid bureau at

the law high school (Irwan and Hearn 2016, p. 8).

Since then, after the Independence of Indonesia from

dutch colonialism, the clinical movement started

evolving, although most of the clinic did not survive.

There was no standard and model of law clinic that

implemented in the curriculum of Higher Education

Institutions On its development, legal clinics that

implemented in each school of law in Indonesia

developing in various way, depend on the needs of

stake holders, since the lack concern of government

to promote and instituonalized legal clinic. The status

quo last from 1966 until 1998 (a period known as ‘the

New Order’ era) when all the injustice occured as a

result of the absence of access of justice and people

power since the relationship between CSOs and state

was very weak (Ibid).

The awareness of the need for legal clinics in legal

education institutions began to occur after the fall of

‘the New Order era’, when access of justice as one of

the goal of ‘reformation’ era bring up the need of

professional jurist that also have the social awareness

to guide the ‘reformation’ agenda. In 2004, President

Yudhoyono became the first president who was

elected, and brings up the platform which included

justice as one of four pillars. This provided a new

stability and openness for the government and paved

the way for greater voice from CSOs and donor

support (Ibid, p.9). The opennes also bring the

realization the need of restructuring legal education,

therefore Indonesia legal education needs a lot of

changes especially the clinical legal education, since

many course material in the legal clinic of the law

school are going nowhere and fails to provide

students with adequate skills for the future career in

law. The drastic changes are important, in order to

solve fundamental problems of “outdated” learning

methodology in law school, where many legal

education in Indonesia still unable to provide the

market of the graduates that could be directly used as

a professional jurist as aresult of the previous

government regime.

As the impact of the strong cooperation between

CSOs (both domestic and international CSOs),

clinical legal education knowledge excessively

inspiring law professor. Those “new” legal

educations methodology are believed as a sollution in

reforming Indonesia legal education. In order to

Felisiano, I. and Zaidun, M.

Reformulating Clinical and Continuing Legal Education the Demand on Creating Skilful Professional Jurist in Indonesia.

DOI: 10.5220/0010049800050012

In Proceedings of the International Law Conference (iN-LAC 2018) - Law, Technology and the Imperative of Change in the 21st Century, pages 5-12

ISBN: 978-989-758-482-4

catching up with the development, problem based

learning (PBL) promoted, since then, many Legal Aid

Institution under school of law formed. It appears to

be an ideal form of PBL methodology, that could

develop student’s lawyering skill. However, since

only small amount of student could enroled as intern,

the innability of law professor in law practices, and

the tendency of legal aid institutions only

accommodates the interest of students who want to

work as advocates, the Legal Aid Institution alone

could not meet the various need of student, since

other lawyering skill from various legal profession

also needed by student.

In the same time, the learning method that

currently implemented by many law schools are

remain similar with the learning method that was

implemented during the Dutch colonialism era. By

using only lecturing method which is a traditional

teaching method achieves the legal education’s

purpose that enabled law student to highlight the

importance of legal education both in pedagogical

terms, in the same time considering issues of social

justice, are way too hard to achieve. Hence, such kind

of teaching methodology need to be reformed, by

promoting such two-ways learning such as socrathic

method as onw of ideal learning methodology, to

replace lecturing method as a one-way learning

method so that it’s purpose to allow the law graduates

mastering law theories, improving student’s critical

thinking, and their capability to apply the law in the

context of experiential teaching in legal clinic could

be achieved.

By implanting the PBL, reforming the teaching

methodology, in the context of reshaping the clinical

legal education, the purpose of legal education on

producing graduates that is qualified as a professional

jurist in, more likely possible achieved. Therefore, the

HEI have to set a goal of educating students to this

responsibility for assuring access to justice is best met

if such education permeates the curriculum. Each law

school course should raise issues of access to justice,

with clinical courses exposing students to the reality

of how these issues play out in the lives of indigent

clients when the systems made them become inferior

from the written law perspective, and creating a

solution to address their needs. Law schools that

emphasize the professional values in the teaching

methodology, should implement it in every class, not

only in the clinical courses.

New York State Judicial Institute, Introduction to

Clinical Legal Education , 2005, p. 12

2.1 The Urgencies of the Legal Clinic

and Continuing Legal Education

The obligation in preparing legal skill for students

should not rest solely on the law schools, but also

other segments of the legal profession bear the same

responsibility. Institutionalizing clinical education,

need a strong cooperation between law school and

other law profession organisation, CSOs, including

legal institutions wich enable student to conduct

clinics works, intern, and to provide student a

“laboratory” to implement their knowledge. Mostly,

the problem arised when the Higher Education

Institution, in this case law schools, does not build

strong cooperation with legal institution, CSOs or

legal professional organization. Even takes time to set

up cooperation between law school especially if they

have never been build strong coopeartion with their

alumni, in this context, the cooperation must be done

in order to promote clinical legal education to gain the

information regarding the need of legal material has

to be mastered by student, ensuring the sustainability

of the clinic, and raising the student awarness of the

current legal issue so they can provide a huge

contribution in justice reform process.

Modern legal education has broght up at least two

components in their methodology: academic

development and practical training. A school could

not be regarded as a professional law school unless

they meet several criteria as follows;

a. Lecture;

b. Case Method;

c. Moot Court;

d. Discussion;

e. Dialogue;

f. Intuitive;

g. Clinical Legal Education.

However, in a country like Indonesia, where both

the student and professor (especially they who serve

as civil servant) could not represent their client unless

they have the license to practice the law, where they

need to completing professional education and pass

the bar exam. Such condition occured, after the law

that regulates advocat profession ratified. Before it,

Indonesian law student has the access to conduct

advocacy under the supervision of their professor and

the professional lawyer, so they could represent their

client under tight supervision of their professor and

the professional advocate. In the context of changing

the concept of legal education and improving the

Shiwen Zhou, The Reform Strategy of Legal Education

in China, 2009. P. 69.

iN-LAC 2018 - International Law Conference 2018

quality of legal professionals, the current legal

education is far removed from legal practice with

serious deficiencies in teaching practice have to be

reformed.

Such measures like establishing Legal Aid

Unit has to be performed in minimizing the

problematic conditions.

Even Indonesia has ratified Legal Aid Law (law

No. 16 of 2011) that provides access to justice for the

vulnerable groups, especially the poor as one of the

implementations of Article 16 and Article 26 of

ICCPR (International Covenant on Civil and Political

Rights) which requires countries that ratifying it to

provide assurance for all their citizen to have the

rights access of legal protection and being protected

from any form of discrimination, it does not fully

support the need of legal experiential learning of the

Law School. In fact, on 2015, 4 years after the law

enacted, 310 Legal Aid Organization are registered in

Indonesia, and among of them, 270 Legal Aid

Organization are in the form of legal entity and

therefore based on the law, having the capacities to

conduct legal aid for the vulnerable groups that has

the right to be represented, as Legal Aid Provider.

Law school as a HEI has the capacity in

conducting legal aid for the vulnerable groups, share

the same interest with other Legal Aid Organisation,

especially in the context of providing student the

experience of handling real live client as clinician.

Several particular courses in the legal clinic with

subject such as Law and Ethic for instance, which is

compulsory for all of law student in the practical

context to broaden the knowledge of how the law in

practice, ethical duty for jurists based on the code of

conduct for legal professional. Therefore, the method

in delivering such courses cannot only rely on

classical learning that has limited in theories and

ethical regulation for legal profession. By forming a

legal clinic student could play in a better roles in

serving the vulnerable groups as legal aid recipients

in representing their rights in order to provide them

access to justice, in the same time student will gain

the opportunity in expanding both practical aspect of

law and ethic for legal profession and lawyering skills

they experienced from handling real case in return.

In order support it, the approach that could be

done by law school is by neutralizing and broaden the

substantive for the methodology in delivering the

course material, by enacting not only clinical legal

education, but also continuing legal education.

Ibid., P. 73

Enny Nurbaningsih, Rule of Law and Its Development in

Indonesia, 2005, P. 3

American Bar Association, Model Rule for Minimum

Continuing Legal Education, 2017, P. 1.

Continuing legal education itself defined as legal

education program taught by one or more faculty

members that has significant intellectual or practical

content designed to increase or maintain the lawyer’s

professional competence and skills as a lawyer.

Both

clinical and continuing legas education are believed

as a key factor of the development of legal education

and social change in the positif term as in America,

US, Eastern Europe and South Africa. On the other

hand, both continuing and clinical legal education as

a series of legal education process will also bring a

positive impact on the reputation of the legal higher

education providers. Since the user of school of law’s

graduates that may represent various aspect from

business entities, the students should understand of

the professional duty not merely the written law, but

also unwritten law, not only the litigation process, but

also the non-litigation process in every aspect of law.

Law school students are expected to be

knowledgeable of the professionalism and legal ethic

for various profession not only based on code of

conduct that exist, but also the alternative for dispute

resolution for the profession that has no written code

of conduct. By neutralizing and broaden the

substantive of the course, law students will have the

knowledge of what they can do and what they cannot

do as a professional in their future career in law.

2.2 Restructuring the Legal Clinic and

Promoting Continuing Legal

Education for Law School

The process of school of law shaping the images of

good, competent, and ethical lawyering in law

students is even more evident in live client, in-house

clinical courses where law teachers are actually

practicing law and representing clients with their

students.

The externship program in School of Law,

tends to address those problems by giving the law

students a compulsory externship program. However,

the substantive of the course should be broadened and

integrated with the externship program in order to

maximize the student’s comprehension of the course’

substance, and restructuring it in order to provide

student with the more applicable substance needed for

their potential careers.

The UK Higher Education Academy published a

study entitled ‘Employer preferences in UK Legal

Education: A Synthesis of research’ which provide

Peter A. Joy, The Law School Clinic as a Model Ethical

Law Office, 2003, p. 8

Reformulating Clinical and Continuing Legal Education the Demand on Creating Skilful Professional Jurist in Indonesia

evidence that “... practitioners want more emphasis

'hard skills' such as document drafting and problem-

solving...” in law schools. Moreover, based on the

study seems that law firms are concerned over

trainees’ lack of understanding of substantive legal

ethics.

Such condition believed also applies many

countries, especially in Indonesia. Since law school

lacking in provide student the applicable substance

needed for law school graduates to pass the bar

exams, such policy where law school graduates are

not directly eligible to take bar exams unless they

took the special education conducted by the bar

association before. Thus, existing condition will not

occur if law school could provide their student

applicable skills and theories for their future legal

profession career.

The purpose of clinical legal education can be

summed up in two ideas: developing and training

students’ professional skills, and providing legal

assistance to socially vulnerable groups, which

imparts in students’ sense of social responsibility and

career honour.

To address those issue, law school

clinics should play some important role in making

access to justice a reality for many low-income

people. It’s not only exposing law students to the

legal problems that the poor faced but also allowing

students to solve substantive problems of the indigent

and “inferior” group by using “unique” approach to

respond the need of access to justice. The result that

should be achieved by conducting such clinic should,

at a minimum, lead to greater sensitivity of clinic

graduates toward social justice issue, and to find

resolutions for legal problems that may occur by

using legal clinic to provide it.

Clinical legal education provides a learning

experience that is difficult to gain by merely using

classical teaching method. By performing CLE

approach in every aspect of law school teaching, such

benefit could be achieved:

a. students can see how their work directly

benefits a real person, and thus obtain

personal satisfaction from impacting

positively on someone’s life;

b. students can see the vocational significance of

the skills they are developing;

Ronan Fahy & Mireille van Eechoud, Clinical Legal

Education A Review of the Literature, Institute for

Information Law, University of Amsterdam, 2015, P. 4-5.

OpCit., Shiwen Zhou, P. 71.

J. Marson, A. Wilson and M. Van Hoo, in Ronan Fahy &

Mireille van Eechoud, Clinical Legal Education A Review

c. students are given ‘responsibility and

empowerment’, and feel a duty towards their

clients;

d. the ‘energy of firm meetings frequently

compares favourably to the apathy-induced

somnambulism pervasive to more traditional

seminars’;

e. students grow in confidence because of the

‘close-knit’ community of clinics;

f. students develop assertiveness skills;

g. students frequently do not achieve their

potential in seminars by not participating in

discussion, whereas clinics require full

participation; and

h. by applying the law to an actual case, students

understand concepts previously less clear to

them.

Therefore, there are several conditions that have

to be concerned before choosing the appropriate

clinical model that can be implemented. Those are;

the features of the clinical model and the similar

conditions and facilities that could be provided by

school of law. For a Higher Legal Education

Institution that has not well experienced in

conducting a legal clinic, one of clinical legal

education model implemented in Latin America, as a

model that was developed in a conditions that occur

in several developing countries can be an appropriate

model of CLE since this model at first developed in a

developing country, where legal problems such as

legal pluralism and limited acces to justice occured.

The form of legal clinic’s model that has been used in

Latin America, especially in Argentina, Chile,

Columbia, Mexico provide students with trainings

such as strategic litigation and the use of unique

academic laboratory setting before students facing

real case. This model started with the emergence of

clinical programs based on the ideological and

practical tenants of Public Interest Law (PIL), which

in the further development have been particulary

fertile. As the result, the clinic reformed,and began to

reconsider their role in both legal education and

professional practice.

Therefore, the clinical legal

education model in Latin America also required their

students to conduct research, prepared court

presentation, and collectively look strategic decision.

of the Literature, Institute for Information Law, University

of Amsterdam, 2015, P. 5.

Erika Castro EtAll, The Grolbal Clinical Movement in

Latin America: Toward Public Interest, accessed from

http://www.oxfordscholarship.com/view/10.1093/acprof:o

so/9780195381146.001.0001/acprof-9780195381146-

chapter-5 on November 22th, 2018.

iN-LAC 2018 - International Law Conference 2018

In reforming the teaching methodology, based on

the Carnegie authors that toward the goal of

knowledge, skills, and attitude, education to prepare

professionals jurist involves six points such as:

1. Developing in students the fundamental

knowledge and skill, especially an academic

knowledge base and research.

2. Providing students with the capacity to

engage in complex practice.

3. Enabling students to learn to make judgments

under conditions of uncertainty.

4. Teaching students how to learn from

experience.

5. Introducing students to the disciplines of

creating and participating in a responsible and

effective professional community.

6. Forming students able and willing to join an

enterprise of public service.

This model can be implemented when the

facilities for academic laboratory for clinical legal

education that that can be used for strategy discussion

with law firm concept provided. It may guarantee the

possibilities for HEI to adopt since most of Law

Schools have the academic laboratorium facilties

when it used properly could role a big help for

students to experience the actual career of law’s

atmosphere. The requirements for students to conduct

research, prepared court presentation, and

collectively look strategic decision can be the best

way to introduce students to handle real case and in

the same time provide the students with the problem-

solving skills. In conducting Argentina’s legal clinic

model, basic skills for law clinic practice should be

thought and observed thoroughly by the professor and

supervisor, since the form of the clinic is in-house

clinic. Students as the clinicians need to be taught

lawyering skills such as:

1. Establish an attorney-client working

atmosphere;

2. Elicit a description of the client's problem;

3. Elicit the client's goals and expectations;

4. Analyse the client's problem;

5. Allow the client to make an informed choice

concerning the action to be taken; and to

6. Bring the interview to a satisfactory

conclusion.

In order to paved the way, Law school need to take

a serious measures in reforming the teaching

methodology which can ensure the goal achievable by

Roy Stuckey and Others, Best Practices for Legal

Education; a vision and a roadmap, University of South

Carolina, 2007. P. 15

David McQuoid-Mason, Legal Aid Services and Human

Rights in South Africa, p. 8

student. In order to mastering basic skills of

lawyering, law schools should implant clinical legal

education approach in every courses, so that such

goals as mentioned in the contemporaneous Carnegie

report, like: Broaden the range of lessons they teach,

reducing doctrinal instruction that uses the Socratic

dialogue and the case method; Integrate the teaching

of knowledge, skills and values, and not treat them as

separate subjects addressed in separate courses; and

Give much greater attention to instruction in

professionalism

may possibly achieved.

In order to guarantee the professionalism of

lawyers, the obligation of school of law, which also

can be considered as school of thought, has to ensure

lawyers works professionally in order to maintain the

public confidence n the legal profession. On the other

hand, the need of School of Law to maintain the

strong bounding with their alumni, other legal

institution, CSOs and other organisation related, can

be paved by creating continuing legal education

program. The continuing legal education program it

self considered as the next step of clinical legal

education, since the objective of the program is to

maintain public confidence in the legal profession and

the rule of law, and to promote the fair administration

of justice, it is essential that lawyers be competent

regarding the law, legal and practice-oriented skills,

the standards and ethical obligations of the legal

profession, and the management of their practices.

2.3 Promoting Social Justice Aspect in

Continuing Legal Education

Law schools have the responsibility to help students

acquiring the attributes of effective, responsible

lawyers including self-reflection in conjunction with

the intellectual and analytical skills, core knowledge

and understanding theories of law, ethic, professional

skills, and professionalism.

The social justice

dimension of the practice of law and other

professional values can find expression in other parts

of the curriculum as well. Yet, only small number of

“traditional” courses explored social justice issues in

the latter part of the twentieth century, and those that

did rarely explored the relationship between lawyers'

pro bono mandatory and their obligation to improve

the legal system. Rarer yet were law schools in which

OpCit, P. vii

OpCit, 7 American Bar Association, P.1.

Ibid, P. 6

Reformulating Clinical and Continuing Legal Education the Demand on Creating Skilful Professional Jurist in Indonesia

the curriculum as a whole reinforced both the social

justice and professional values.



The purpose of promoting Continuing Legal

Education should refer to the history of how such

program exist. Based on Aliaga “...CLE began as a

voluntary scheme to assist attorneys returning from

World War II in resuming practice after a lengthy

military absence....”

Furthermore, as a respond of it,

in 1947, widespread acceptance of CLE began when

the American Bar Association (ABA) entered into an

agreement with the American Law Institute (ALI) in

an effort to promotr a nationwide program comprised

of correspondence courses and designed to encourage

state and the local bar associations to promote

Continuing Legal Education.

The program then

become acknowledge since there was growing public

distrust of the legal profession as the result of

increasing perception of incompetency and

corruption in legal profession.

The condition

occured as a cause of the program developed in the

mid 70’s in the United States also occur in some

developing countries like Indonesia nowadays.

Therefore, the idea on transplanting such program in

a developing country like Indonesia has to take into

consideration in order to mantain the public trust on

legal profession.

According the John S. Roth, Note, Is Mandatory

Continuing Legal Education Valid Under the United

States Constitution?: Verner Vision and the

Rationally related Competence Connection, the key

factor that the program to be exist and could be

approved for credit, Continuing Legal Education

Programs must meet the following standards:

1. The program must have significant

intellectual or practical content and be

designed for a lawyer audience. Its primary

objective must be to increase the attendee’s

professional competence and skills as a

lawyer, and to improve the quality of legal

services rendered to the public.

2. The program must pertain to a recognized

legal subject or other subject matter which

integrally relates to the practice of law,

professionalism, diversity and inclusion

issues, mental health and substance use

disorders issues, civility, or the ethical

New York State Judicial Institute, Introduction to

Clinical Legal Education, 2005, p. 10

Rocio T. Aliaga, Framing the Debate on Mandatory

Continuing Legal Education (MCLE): The District of

Columbia Bar’s Consideration of MCLE, 8 GEO. J.

LEGAL ETHICS, 1995, P. 1148, in Chris Ziegler, Justin

Kuhn, IS MCLE A GOOD THING? AN INQUIRY INTO

MCLE AND ATTORNEY DISCIPLINE, 2007.

obligations of lawyers. CLE Programs that

address any of the following will qualify for

MCLE credit, provided the program satisfies

the other accreditation requirements outlined

herein:

a. Substantive law programming

b. Legal and practice-oriented skills

programming

c. Specialty programming

d. New Lawyer Programming

e. Law Practice Programming

f. Technology Programming

g. Interdisciplinary Programming

h. Attorney Well-Being Programming]

3. The program must be delivered as Moderated

Programming or Non-Moderated

Programming with Interactivity as a Key

Component. The Sponsor must have a system

which allows certification of attendance to be

controlled by the Sponsor and which permits

the Sponsor to verify the date and time of

attendance.

4. Thorough, high-quality instructional written

materials which appropriately cover the

subject matter must be distributed to all

attendees in paper or electronic format during

or prior to the program.

5. Each program shall be presented by a faculty

member or members qualified by academic or

practical experience to teach the topics

covered, whether they are lawyers or have

other subject matter expertise.

The Continuing Legal Education should also

become a path to fulfil and implement the notion that

the state acknowledges, protect and guarantee the

rights of its people on their needs of access to justice

and equality before the law, besides maintaining the

competencies of lawyer. By providing the legal

advice for legal aid recipients who cannot afford to

hire a lawyer, the Continuing Legal Education will

also able to maintain lawyer’s social responsibility

and sense of justice during conducting their

profession.

Indonesia’s HEI has such an obligation named a

tridharma of higher education, which states that there

are 3 obligations including; education, research, and

Ibid, P. 1149

John S. Roth, Note, Is Mandatory Continuing Legal

Education Valid Under the United States Constitution?:

Verner Vision and the Rationally related Competence

Connection – A Fortiori or a lot of Alliteration?, 11

WHITTIER L. REV. 1989, P. 639-641.

Ibid, P. 7-8.

iN-LAC 2018 - International Law Conference 2018

community service. In regard of Article 14 point (3)

of ICCPR stipulates requirements in regard to Legal

Aid, namely: 1) in the interest of justice, and 2) unable

to pay attorney fees. Therefore, as the implementation

of the ICCPR, Indonesia as a country ratified the

convention should implicate HEI who has the

capacity in conducting the legal aid, wich also can be

merged with the tridharma of HEI, by implementing

both clinical and continuing legal eduction.

In the context of legal pluralism that exist in

Indonesia, cannot be ignored, since such condition

must also be seen as the basic knowledge for law

student, also for the lawyers when they deal with real

case in practicing the law. State recognition for Adat

Law (customary law in Indonesia, where many of the

tribe applies such law in regards of the local wisdom)

as an unwritten law, which applies for minor dispute

has also be seen as one of the clinical and continuing

legal education’s component, since the purpose of

legal education is to provide the skill and

jurisprudence (theories of law) that professionally

involved with law and justice. It may different with

the settlement of legal cases that has the written law,

the settlement of unwritten law that occur in

Indonesia need the mastery of both structural

advocacy methodology, theories of law, and

lawyering skills (especially negotiation and social

justice),

that needed not only by the undergraduate

degrees, but also the lawyers to maintain public trust

and their professionalism. The local wisdom in order

to reach the resolution based on the living law and the

professor should also rely on their experience in the

field and ties to local communities and legal

professionals, which need such a broad range of

knowledge has to be mastered by both student and

legal professional.

3 CONCLUSION

The objective that should be set by Law School,

should be adjusted with the clinical and teaching

methodologies, in order to achieve professional jurist

as the outcome of legal education conducted by law

school. In the context of legal education, legal clinic

that run by the law school as part of its curriculum

should include a structured training and induction

program, transparent assessment process, by infusing

legal aid program as in-house legal clinic which also

able to use the local wisdom in order to reach the

resolution based on the living law. The perspective of

Those standard was set up by the Global Alliance for

Justice Education (GAJE) in 1999 with the intention of

professional jurist should be broadened to be

knowledgeable both legal pluralism as the result of

multicultural condition, in the same time mastering

law science and its rapid development. In

reformulating legal clinic, team-teaching with

clinically trained staff is encouraged so that former

practitioners can learn how clinical values and

techniques are developed so the law students who are

clinics intern trained in the clinic course using PBL

for delivering the course material. The need to

formulate the most possible clinical model that could

meet the need should not burdened only to the law

school, but also relies on the collaboration of legal

professional organization with the law school in

shaping and formulating the more effective legal

clinic which could address all the issues through legal

clinic to execute an appropriate plan to solve

problems in legal clinic that could guarantee the

students in understanding the content of the subject

matter deeper.

On the other hand, to guarantee the

professionalism of lawyers, the obligation of school

of law, is to ensure lawyers works professionally in

order to maintain the public confidence n the legal

profession. Continuing Legal Education, as a

program that basically create to minimize public

distrust on the legal profession as the result of

increasing perception of incompetency and

corruption in legal profession has to be seen as a

sollution and advanced program of Clinical Legal

Education. Continuing Legal Education, as a program

for lawyers in keeping their competencies sharp, also

has to be equipped with social justice value, structural

advocacy methodology, theories of law, and

customary (Adat) law, since the state recognition of

it. By implementing both Clinical and Continuing

Legal Education, the participant of both program

could reach abetter understanding of the legal and

social justice issues in lawyer's perspective at the

same time legal ethics in a practical context.

REFERENCES

American Bar Association, 2017. Model Rule for Minimum

Continuing Legal Education. ABA,

https://www.americanbar.org/content/dam/aba/images/

abanews/2017%20Midyear%20Meeting%20Resolutio

ns/106.pdf.

Ancilla Irwan and Simon Hearn, 2016. Formalising legal

aid in Indonesia, A case study as part of an evaluation

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iN-LAC 2018 - International Law Conference 2018