Curriculum And Instruction Challenges In Clinical Legal Education In Indonesian Law Schools: Breaking The Legacy

Hamzah Hamzah


Clinical Legal Education has recently been accepted as pedagogic model in most Indonesian universities ever since Asia Foundation Collaboration authorized eight universities to pursue this program (Nurjaya,2011). The purpose of Clinical Legal Education in universities was to broaden the scope of legal education in Indonesia. The law academia as well as the industry looked at this new trend as an opportunity for graduates to enhance their knowledge and skills to meet the needs of the changing time. Indonesian universities though do not have the autonomy to design new curricula and have to depend on regulatory agencies like Ministry of National Education, Indonesia. This study highlights areas of reforms in curriculum and instruction of the legal education in general and changes required in clinical legal education program, in particular. The theoretical framework comprises a reform structure in the curriculum of Clinical Legal Education as a response to new and modern needs, thus breaking the legacy. The implications of this study are significant for legal academicians, law framers and law students. Future studies can be carried out to introduce new study programs in various fields of Clinical Legal Education in all universities in Indonesia.


Indonesian legal education, curriculum, law and education, reforms.

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