GIRDING UP THE LOINS: INITIATIVES ONWARD GLOBALIZATION OF THE LEGAL PROFESSION

IN THE PHILIPPINES
Globalization has transformed virtually every sector of the worlds economy and
has in fact dawned radical reforms and pervasive breakthroughs not only in the fields of
technology and commerce but also in the legal industry. With the escalating scientific
and technical revolutions coupled with the increasing international trade and interdependence, the trend to globalize the legal practice has also intensified. In fact, the
need for global legal professionals is emerging due to the expanding demand for crossborder legal service.
Todays legal practitioners are therefore challenged to widen their horizons and
to continuously hone their knowledge, skills, and competencies if they consider the
transnational practice. This implies the need to develop degree programs that produce
lawyers who are exposed to the complexities of law in a globalized world. And hence,
the adoption of more innovative approaches to legal education is warranted. The
objectives of legal education should be attuned in meeting the needs of trade,
commerce, and industry in the context of growing internalization of the profession.
The question of how law schools can best prepare their students/graduates to
be fit to practice law in this new world without boarders is therefore a crucial matter.
Premised with the fact that the caliber of legal education determines to a large extent
the kind of lawyers or law graduates that will be produced in the future, law schools are
enjoined to scrutinize their efforts especially in their pursuit towards the provision of a
more comprehensive and liberalized legal learning.
In the Philippine context, law schools are at the forefront taking the lead to
gradually concretize attempts of internationalizing the legal profession. Apparently,
efforts were centered on curricular reforms, initiatives for accreditation, mandates for
legal apprenticeship, policies on selection and retention of students, prescriptions on
the qualifications standards for faculty members and even adoption of a system
requiring them of a continuing legal education. Though much had been done, there
are more that had to be addressed particularly at the levels of the schools, the faculty
members, and even the students themselves.
First, law schools in the country need to intensify global exposure by integrating
relevant international and comparative law courses/subjects in the curriculum. Lawyers
have to be prepared to advise and conduct litigations on issues involving multiple
jurisdictions and they can only do so if they are aware of the different international
legal issues which may even have implications in domestic transactions. Moreover,
discourse on international laws is necessary for lawyers to understand the political,
cultural, and social influences on the legal systems of other countries which are
essential in reaching out to clients in the global market. The afore-cited approach may
require the hiring of international faculty and the opening of research centers with
global connections. These can only be possible with the unconditional support of the
government and stakeholders in the legal practice.
Second, law schools should reinforce the provision of a performance-based
legal learning through law school clinics. Aside from the usual subject in apprenticeship
and practice in courts, complementary teaching methodology of learning by doing
should be encouraged. This can be achieved through mock trials and moot court
competitions, structured as court trial; client interviewing and counseling sessions; legal

research; editing of law journals; legal drafting and conveyancing; court visits, etc.
These are effective means of inculcating in students the basic legal skills such as the skills
of critical thinking, presentation skills, participation skills, the skills to work as a team, the
leadership quality, in addition to the boost in students knowledge of law. Law has to be
perceived as an interactive discipline and the need therefore for extensive practical
learning is beneficial to students. These as well, challenges the competencies and
instructional strategies of faculty members involved in teaching law. The divergence
between law in books and law in action calls to strike a balance between the law
curriculum and the teaching methods. The monologue lecture scheme adopted in law
schools should therefore be coupled with practical training.
Third, law schools should promote acquaintance with new technological
developments by providing e-courses on the shelves. The teachers for instance, may
put course materials on the Web, conduct on-line tests/assignments and grade
students. Websites can lead learners to virtual classrooms. Teachers and students should
be oriented to look at the Web as an information provider. Law teachers should switch
over to what is called as comparative method of teaching. The law students should
be challenged to participate in discussions on the latest developments and require
amendments in the legal field.
There is also a need for law schools to augment the number of formal
international links and exchange programs. Exchange students and faculty scheme
can be costly but sponsoring international legal academic programs would be worth
the cost considering its tremendous benefits.
It would also be noteworthy to invest on the personal characteristics of the law
students who would eventually become lawyers. Being in the legal practice require
good intellectual ability, the ability to assimilate and analyze facts quickly. Law students
hence need to develop their ability to distinguish the relevant form, the irrelevant,
screen evidence and apply the law to the situation under scrutiny. The law students are
further required to enhance the ability to argue, explain and convince points of law.
They need to maintain their complete integrity of character and need mental and
physical stamina in order to cope with the demands of globalization.
Indisputably, legal education is an investment which if wisely made will produce
most beneficial results for the nation and will serve as an essential means to accelerate
the pace of development. The legal education granted at the law schools should be
aligned to the conventional and contemporary needs of the legal profession. This calls
for the concerted efforts of all legal stakeholders particularly the higher learning
institutions offering degree programs in law, the faculty members, and the law students.
Equally demanded is the support is the support from the government whose thrust
With these, I, as a law student and my humble yet promising law school, the
University of Cagayan Valley will pledge to continuously take initiatives so as to be
abreast in the practice of law amidst the challenges. We will gird up our loins and take
part in the legal trends brought about by globalization.