administrator April 28th, 2008
Legal Education via the Internet
by Herman D. Lago II
The State Policy on Philippine Education
future of a nation lies in the capacities of the individuals comprising it. And in turn, the capacities of individuals are largely if not solely determined by education. Thus, the importance of education cannot be disputed. In light of this argument, the logical inference is that the quality of citizens, in terms of skills and capabilities – literacy – has a direct and proportional effect to the development and welfare of the nation. The premise is that an educated individual is more likely to be a productive individual, and a productive individual contributes to the nation’s productivity, influencing its growth and development. Put in such light, it becomes clear that education is one area that has great public interest in it. It is due to this substantive public interest that the policy formulation, regulation, and administration of Philippine education come within the purview of the State to act upon.
In light of the fact that the government acts in the form of policies and laws on public concerns, this report will be oriented on premising the discussion on the impact of technology, specifically the influence of the internet which is not yet being taken fully advantage of by the educational system in the Philippines, in order to allow legal education that is already very common and accepted in other countries especially the United States.
Cyber-University
The University of the Philippines Open University (UPOU) was established on February 23, 1995 as the fifth constituent university of the University of the Philippines System. Its mandate is to provide education opportunities to individuals aspiring for higher education and improved qualifications but who are unable to take advantage of traditional modes of education.
Specifically, the UPOU provides quality higher and continuing education to Filipinos through distance education. Its mission is to give its students formal qualification, as well as to develop in them the discipline and capability to become lifelong learners who are at home in today’s knowledge society.
The goals of the UPOU are to:
- Offer through open and distance learning degree and non-degree programs that are responsive to the needs of learners and of the society of which they are a part;
- Develop a system of continuing education to sustain professional growth and promote lifelong learning;
- Develop and adapt delivery systems appropriate to distance learners;
- Provide leadership in the development of open learning and distance education expertise in the country and in the appropriate use of information and communication technologies of education; and
- Make instructional packages accessible to various publics through collaborative arrangements, institutional agreements, and other appropriate mechanisms.
The Commission on Higher Education (CHEd) has declared the UPOU the National Center of Excellence in Open Learning and Distance Education in recognition of its achievements in this field and its vital role in pushing the frontiers of learning in service to the Filipino nation.
The UPOU, dubbed “UP in Cyber-space,” was founded to fulfill the demand for education through the power of modern communication, such as multimedia and the Internet, thereby reaching a wider section of society than conventional teaching does. UPOU has proven that this pioneering approach is successful. Rapid progress elevated the UPOU to a Commission on Higher Education Center of Excellence in Open Learning and Distance Education and a National eLearning Competency Center as designated by the Information Technology and eCommerce Council. Currently, the UPOU offers 31 programs, among them eight post-Baccalaureate Diploma programs, eleven Master’s Degree programs, and one Doctoral degree program in Education.
To answer the needs of diverse students, such as full-time professionals, working heads of families, overseas Filipino workers, physically challenged individuals, incarcerated persons, and individuals simply desiring to enhance their skill in a particular area of interest, 80% of the university’s courses is fully delivered online, where cyber-classes and online discussions replace traditional face-to-face meetings.
To sustain this kind of exchange, infrastructure such as secure networks and servers, and efficient user platforms were put in place, and are still continually being developed for easier and more convenient access. The UPOU is also continuously producing multimedia materials, such as books, CDs, and downloadable digital materials, to supplement online learning.
For the UPOU student, everything from application, enrollment, and registration, to the actual classes, are within reach wherever there is an internet-wired computer. The challenge to go beyond geographical and social borders has already been addressed in terms of auxiliary student services—with the digitization of records and other operations that will enable students to check their grades, update themselves on their classes, order and purchase their books, and even transmit their payments online via e-commerce methods.
UPOU has pushed exploration of learning possibilities further by becoming the foremost research institution for distance learning as an education technology, with 39 active linkages with various educational and research institutions, media, and government agencies. Furthermore, in the last six years, 17 research projects by open education experts have been completed. These valuable studies were instrumental in the establishment of formal and non-formal distance learning courses, the most significant of which is the Master of Distance Education degree program.
Training School for Judges
No less than the Constitution stipulates that the country’s judicial system be the repository of judicial competence, integrity, independence and efficiency because every Filipino has the right to a speedy, honest and scholarly dispensation of justice.
This constitutional proviso was fulfilled with the creation of PHILJA by virtue of Administrative Order No.35-96 in 1996 during the stewardship of Chief Justice Andres R. Narvasa and institutionalized by Republic Act No. 8557 in 1998 with PHILJA’s designation as a separate unit within the Supreme Court.
As the country’s judicial “training school,” PHILJA is responsible for implementing a curriculum for judicial education and a roster of seminars, workshops and trainings designed to “upgrade legal knowledge, moral fitness, probity, efficiency and capability” of the members of the judiciary.
PHILJA Chancellor Ameurfina A. Melencio Herrera explains that the Academy’s educational principles include the development of a judicial person, which addresses the values, attitudes, behaviors and outlook of the members of the Bench; enhancement of judicial skills, which looks into the management, administrative and decision-writing skills; and improvement of judicial knowledge, which focuses on the latest developments in the substantive and procedural law.
The Philippine Judicial Academy (PHILJA) sows the seeds of judicial excellence nationwide by training thousands of justices, judges and court personnel through an average of four judicial seminars a month. A total of 1,184 judges, 841 clerks of court, 361 court attorneys and 2,937 court personnel benefited last year from PHILJA’s 53 seminars which added up to 181 training days.
Future Directions
Justice Herrera shares her personal dream for PHILJA to become Asia-Pacific’s regional leader in judicial education. Apart from physical improvements of the PHILJA Development Center, she identifies the recruitment of more full-time faculty, development of long-term curriculum, formulation of the distance education plan (DEP) for far-flung provinces, participation in international conferences, continued implementation of the JURIS project, and the institutionalization of mediation nationwide as key targets for the next year.
A major PHILJA project, the Justice Reform Initiatives Support (JURIS) Project is supported by the Government of Canada and focuses on judicial education, reform advocacy, and mediation and alternative dispute resolution.
Institutionalizing Distance Education
Should distance education and open learning be institutionalized through legislation? This question faced the Subcommittee on Distance Learning and Alternative Methods of Education (Committee on Higher and Technical Education), headed by Representative Mario “Mayong” Joyo Aguja (Party List, AKBAYAN), as it started its deliberation on two legislative measures proposing to institutionalize an open learning system of higher education.
The two measures are House Bills 2276 and 3784, respectively authored by Reps. Michael John “Jack” Duavit (1st District, Rizal) and Carlos Cojuangco (4th District, Negros Occidental).
In his explanatory note to HB 2276, Rep. Duavit stated that the open learning system responds to the need of working people to acquire formal higher education and improve their professional careers. He said that the open learning system dispenses with the requirement to take the courses in conventional classrooms, thus allowing the students to study while in the office, factory, farm or workplace. HB 2276 mandates the Commission on Higher Education (CHED) to implement the open learning system and designates the University of the Philippines Open University (UPOU) as the national open university that shall set up model programs to develop this mode of learning.
Similarly, Rep. Cojuangco stated in his explanatory note to HB 3784 that his bill seeks to institutionalize and at the same time regulate the operation of colleges and universities that offer open and distance education. His bill also provides an opportunity for out-of-school youth and adults to pursue their tertiary education without making this get in the way of their employment and livelihood.
In a recent meeting of the subcommittee, several resource persons expressed the view that there is no need to enact a law that will institutionalize distance education and open learning.
UPOU Chancellor Felix Librero said it is not really necessary to formalize, through legislation, the implementation of open learning in the country. “Mindsets, attitudes, and beliefs cannot be legislated. They can only be developed in the person over a long period of time,” he stressed. Librero clarified that open learning is a “philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements.”
Develop the mindset instead. What is important, he added, is to develop instead the mindset of educators from a teacher-centered learning environment to that of a learner-centered learning environment. Librero argued that “legislating techniques for teaching and (the use of) media in instructional activities will not improve the sorry state of the educational system.”
The UPOU chancellor said that there are six basic characteristics of distance education, as identified by Desmond Keegan of the United Kingdom Open University. These, he said, are as follows: separation of learner and teacher, which distinguishes it from face-to-face teaching; private, self-study; use of technical media, such as print, audio, video and computers; two-way communication between student and teacher; possibility of occasional meetings and face-to-face interaction; and recourse to an “industrialized” form of education.
Role of CHED
Libero informed the body of the role of the CHED in the implementation of distance education programs. The CHED’s Technical Committee of Reviewers on Open Learning and Distance Education, he said, for the past four years has set standards to ensure the quality of distance education in the Philippines. “It has been evaluating institutions offering degree programs in the distance mode, and proposing approaches to control the quality of distance education in the country,” he stated.
P25 Million Needed for UPOU
Nonetheless, Librero welcomed the proposal to designate the UPOU as the National Open University even as it remains part of the UP system. He said the UPOU is in the best position to design model curricular programs on distance learning mode.
However, he said that for this designation, UPOU must receive additional budgetary allocation of not less than P25 million annually so that it can perform more effectively its functions, including the development of model programs and technologies, research, and production of quality instructional materials.
The representatives from the South East Asia Interdisciplinary Development Institute (SAIDI) and the Coordinating Council of Private Educational Associations (COCOPEA) echoed the statement of Librero that it is not necessary to enact a law adopting an open system of education in the Philippines.
Non-Representation of Private Sector
Dr. Rosalina Fuentes of SAIDI further objects to the proposed designation of the UPOU as the National Open University. She argued that it creates a certain form of bias and does not level the playing field because of non-representation of the private education sector in decisions pertaining to the open learning system.
For his part, Mariano Piamonte of the COCOPEA explained that the bills are no longer necessary since the CHED is already authorized to approve and regulate distance learning. Stressing that there are already many institutions offering distance education, he proposed that the bills focus instead on providing scholarship grants to students who cannot afford to obtain a degree through the traditional mode of learning.
Lawyer Carlos Almelor of the Professional Regulations Commission (PRC) also agreed to dispense with the proposed legislative measure saying that the CHED, as a regulating body, already has the power to issue policies regarding distance learning.
CHED Favors Bills
On the other hand, Dr. Ma. Cristina Padolina of CHED supports the enactment of a law institutionalizing the open learning system. She opined that the proposed law will allow the open learning system to gain access to funds and other support mechanisms that will also make it more affordable to students. “If there is a law, then we could acquire a budget that would better help those who want to pursue higher education through this mode of learning,” she said. Padolina took the opportunity to respond to the concerns of the private educational institutions regarding the perceived bias given to state-owned schools, particularly in the grant of authority to offer programs. She stressed that the CHED’s efforts are always geared towards leveling the playing field in the education sector.
Meanwhile, Theresita Atienza of the Polytechnic University of the Philippines (PUP) supports the idea of a government a subsidy to pursue open learning program, saying that this mode of learning is more expensive because of the necessary use of technology.
Rep. Gregorio Ipong (2nd District, North Cotabato), who sponsored the measures on behalf of the authors, urged the resource persons to submit to the Subcommittee their respective proposals to further refine the bills.
Senate Bill
Senator Jinggoy Ejercito Estrada introduced a bill institutionalizing the open learning and distance education system in the Philippines, appropriating funds therefore and for other purposes, that allows for wider access to educational opportunities by overcoming barriers resulting from geographical isolation and personal or work commitments. Distance Education - a method of learning and teaching employing print, radio, television, computer-based communications, satellite broadcasting teleconferencing or other educational technologies that allows students to study on their own without having to regularly attend classes in conventional classrooms.
The Act shall apply to public and private higher educational institutions with existing open and distance learning programs, and to other institutions that shall later be authorized as qualified implements of the System.
The Commission on Higher Education (CHED) shall plan, set standards, coordinate, monitor and authorize the effective implementation of open learning and distance education in the country in accordance with the provisions of the proposed law. It shall formulate, promulgate and implement the necessary rules and regulations to maintain same quality of education and uniform standards of performance for both distance and residential students of participating higher education institutions; monitor, evaluate and effect the continuation or closure of programs in accordance with the provisions of the implementing rules and regulations; review and approve proposals from educational institutions for new open and distance education programs, and; recommend to the Department of Budget and Management supplemental budget for open learning and distance education programs of participating higher education institutions.
The proposed bill likewise states that higher education institutions seeking CHED approval to establish open and distance learning programs shall be evaluated based on the following criteria, among others, to be defined by the CHED: qualified faculty with experience and/or training in open and distance education, relevant curricular programs, appropriate instructional materials, appropriate student support services and delivery systems, linkages with other appropriate institutions as resource centers and, recognized research programs on open and distance learning.
Meanwhile, the UPOU shall be designed as the national open university. It shall set up the model programs, undertake relevant research and development projects, assist other interested higher education institutions in developing open learning and distance education programs and provide technical assistance to the CHED in open and distance education matters. The University of the Philippines Open University shall support start up programs for duly recognized higher education institutions and shall provide necessary support for the educational institution’s pursuit of an educational system catering to and specific to the needs of the institution.
Online Law Degree in California – A Model
Distance degrees are largely available in California. You can become a lawyer there with this method. To practice law in another state later will usually require a minimum of 3-5 years law practice in California and even then some states will not allow the transfer since the California distance law schools are NOT ABA accredited.
The following information applies to other states: If applicant, a graduate of a non-ABA-approved school, passes a bar examination in another state, is the applicant eligible to take your examination without additional legal education?
Passing the bar in any state does not usually allow you to practice law in another state. The states do not have reciprocity as far as I am aware. You have to take and pass the bar in each state you want to practice in.
Online Law Schools are accredited by the Accrediting Commission of the Distance Education and Training Council (DETC) and approved as a degree-granting institution in the State of California by the Bureau of Private Postsecondary and Vocational Education. Online Law Schools are also registered with the California Committee of Bar Examiners.
Online law schools today are graduating 37% of all attorneys practicing in major metropolitan areas according to Eduthink Consultancy, and this is projected to grow at a 53% compound annual growth rate through 2012. You can choose to specialize and acquire an online Master of Science degree in Elder Law, Health Law, Human Resource Law, Managerial Law or undertake a Juris Doctor (JD) or Excecutive Juris Doctor (EJD) program.
International Data Corporation (IDC) now has over 50 industry and financial analysts tracking distance learning and has three analysts dedicated to tracking distance learning law schools. The results of their research show that the probability of passing the bar exam (the test you take to practice law in a given state or in another country) actually is higher for those students of online law schools who have earned online law degrees while working full time. IDC attributes this to the fact that real-world experience when combined with law school is a powerful combination.
The Facts
Gartner Group reports in their study Learning The Law Online that the median salary of attorneys working in state government is $67,910, rising to $131,970 for senior-level attorneys who work for companies and universities.
InfoLaw Research & Analysis projects that distance learning law schools will grow at a compound annual growth rate of over 34% driven by advances in Internet technologies and the urgent need for international law attorneys to assist with global mergers and acquisitions throughout Europe, Africa, India and the United States.
JRC Consultancy, a UK-based firm specializing in commercial and criminal law is forecasting the growth of tax attorneys and legal specialists to surpass supply throughout the entire Western European region through 2012. The median starting salary for a beginning attorney with an international tax background is expected to be in excess of $75,000 a year growing to $120,000 with fifteen years of experience.
Forrester Research forecasts that online law degrees with specialization in criminal, commercial, tax, international business, international tax and criminal law will grow over 46% per year through 2012 globally – driven by the strong showing of graduates from online law schools and the more efficient use of the Internet for global training. Forrester also predicts that the majority of online law degrees will be obtained by students at least 2,000 miles from their school – truly the era distance learning for law has arrived.
The U.S. Department of Labor, Bureau of Labor Statistics is very positive in their assessment of the future demand for legal professionals. In their latest study released in May, 2005 they state that the median earnings for all lawyers was $90,290 in 2004, with the top 10% earning $145,600 or more per year. Their forecast shows robust growth for all categories of law professions through 2012.
Conclusion
This report discusses the state policy on Philippine education starting from its mandate to provide education opportunities to individuals aspiring for higher education and improved qualifications but who are unable to take advantage of traditional modes of education and the surrounding context in the shaping of the Philippine educational system.
Emphasis was placed on the present provisions of the laws and policies on how legal education can be implemented by distance learning which is rather limited and very restrictive, at present.
The Constitution provides for the Supreme Court to supervise and control the practice of legal profession in the Philippines which would have a major influence and impact in the formulation of policy in allowing informal legal education through online law schools as an alternative to the traditional brick and mortar facilities as commonly known in the cyber-world. If the government is really serious in allowing the idea of legal education through online law schools, the effort should be concerted on all fronts; such as the legislature to pass the necessary bills, the judiciary to formulate the rules, and the executive branch to finance and provide the necessary funds for its implementations.
By attending distance learning law schools, many future attorneys are making the justice system work by advocating their clients’ position in court, in writing and even in the media and help in the dispensation of justice especially in far flung region and areas of the Philippines where there is a dearth of legal help.