Asia CLE Summer School a Huge Success

BABSEACLE recently held the 2nd Asia CLE Summer School in Chiang Mai, Thailand. Between the 9th and the 18th of June 2016, more than 50 participants from 16 different countries attended. Justice educators from Vietnam, Indonesia, Thailand, Pakistan, Cambodia, Bangladesh, Nepal, Laos, Italy, Myanmar, Bhutan, Australia, Great Britain, Singapore, USA, Malaysia shared experiences and gained new knowledge to strengthen CLE in their countries.

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The 10-day Asia CLE Summer School focused on curriculum design for different types of CLE programs, including in-house clinics, community teachings, and externships. A wide spectrum of topics was covered throughout the workshop: the event offered presentations of university partners CLE programs and their strategic plans; other sessions focused on monitoring and evaluating, administrative structures, proposal writing, supervision and mentoring, curriculum design and materials development. The sessions were run by regional and international CLE experts, pro bono lawyers and researchers. All sessions used interactive, participatory, and learner-based methodologies.

BABSEACLE strongly believes that sharing experiences is the best way to strengthen CLE programs, access to justice and rule of law in the region. Thus, the 2nd Asia CLE Summer School was a way to facilitate this exchange as a mean to ‘bridge borders’ throughout Asia and internationally.

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Author: Nattakan Chomputhong

Nattakan (Ann) holds a first class honours bachelor of law degree from Chiang Mai University and was involved in the CLE programs while she was a law student. Upon graduation, she became a legal fellow of CLE Foundation and BABSEA CLE (volunteer). Now, having completed her time as a legal fellow of CLE Foundation and BABSEA CLE, Ann works as a legal trainer. In this role her responsibilities include administrative and teaching support for clinic programs throughout South East Asia and providing training for those wishing to become clinical faculty members. Ann also provides valuable services to the community; she assists weekly, when possible, at the Wildflower Legal Education Initiative where she teaches single mothers, of varying ethnicities including Burmese and the people of the hill tribes, their legal rights. She also opens up clinic spaces for addition students and strengthens and enlivens clinical programmes to build a solid foundation of clinical faculty members. These programmes serve to develop the training ground for new clinical faculty, who are making the transition from practice to clinical teaching as well as providing the opportunity for entry level candidates with the time and intellectual space to craft a scholarly agenda that is tied to and symbiotic with clinical teaching and service. Ann has the opportunity to reflect on these experiences, and possibly the prospect of being better positioned in the law school teaching market.

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