Professional Documents
Culture Documents
PROCESS/MOTIVATION
b. The Staff
c. The Judge
d. Lawyers
Lawyers were not directly involved in the apprenticeship program.
However, in the duration of the program, we were able to meet some
lawyers both from the government and from private institutions. Although
our conversations with them were at best insignificant, we were able to
observe their conduct inside the court and from such observations, we
were able to pick up at least a general understanding of the proper court
decorum for a lawyer.
e. Co-participants
We were assigned on different branches of the court; our
experience as apprentices differs from one another. Others were given
purely clerical jobs, some were given the opportunity to draft decisions
and some were given a mixture different court related duties. Our weekly
meeting every Saturday provided us with an opportunity to share our
individual experiences with each other. This gave us an idea of other
court related duties that we did not get to experience and also this
allowed us to compare the different methods of how similar tasks are
done differently in different offices or courts.
f. Faculty Supervisor
The aforementioned dilemma can be traced back to the poor if not the
total absence of communication between the school and the court prior to
the start of the apprenticeship program. Consequently, the court was
given ample time to prepare for the program which adversely affected the
structure of our learning experience.
E. SATISFACTION DRIVERS
a. Exposure to court proceedings
b. Additional credentials
c. Quality of educational experience
(1) a clear statement of the goals and methods, and a demonstrated relationship
between those goals and methods to the program in operation;
(4) a method for selecting, training, evaluating, and communicating with field
placement supervisors;
(5) periodic on-site visits or their equivalent by a faculty member if the field
placement program awards four or more academic credits (or equivalent) for
fieldwork in any academic term or if on-site visits or their equivalent are otherwise
necessary and appropriate;
(6) a requirement that students have successfully completed one academic year
of study prior to participation in the field placement program;
A. Quality of training
The training should be appropriate with the qualifications of the apprentice
such as educational attainment, relevant trainings, etc, to avoid repetition
of training.
Set Goals
-include and prioritize the acquisition of employability skills of the
apprentice in the goals of the program
B. Quality of Trainers
-Trainers were responsible, actively participates, welcoming,
-some with legal backgrounds
-some without legal backgrounds
-some have moody attitudes