The Status Quo and Institutional Challenges Faced by China’s Clinical Legal Education
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On December 13, 2000, the Committee of Chinese Clinical Legal Educators under China Association for Legal Education (CCCLE), a national organization with 204 member schools, celebrated the 20th anniversary of the introduction of the clinical legal education (CLE) program in China. CLE, which was born in the early 20th century in the U.S. and became widespread in the early 1960s and 1970s,1) is rooted in the Chinese legal-education system. Both Japan and South Korea adopted CLE in the beginning of the 21st century, since the establishment of the new law school systems. This article conducts a comparative analysis of the CLE in China, Japan, and South Korea after discussing the incentives for adopting CLE and the status quo of CLE in China.
Abstract
On December 13, 2000, the Committee of Chinese Clinical Legal Educators under China Association for Legal Education (CCCLE), a national organization with 204 member schools, celebrated the 20th anniversary of the introduction of the clinical legal education (CLE) program in China. CLE, which was born in the early 20th century in the U.S. and became widespread in the early 1960s and 1970s,1) is rooted in the Chinese legal-education system. Both Japan and South Korea adopted CLE in the beginning of the 21st century, since the establishment of the new law school systems. This article conducts a comparative analysis of the CLE in China, Japan, and South Korea after discussing the incentives for adopting CLE and the status quo of CLE in China.
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