It has been a difficult and busy year in this field, with all education institutions looking to alternative methods to ensure that curriculum needs are fulfilled.
In particular, there have been developments in the provision of undergraduate law degrees by the University of Suffolk (to be celebrated) and separately the SRA bringing forward the Solicitors Qualifying Examination (SQE) (SRA | Solicitors Qualifying Examination (SQE) | Solicitors Regulation Authority).
I was honoured to be asked to be a panel member for the re-approval and validation of the pure LLB (Hons) Law undergraduate degree route for the University of Suffolk this year. Whilst a challenging and robust process for all that participated, the course design and delivery was commended by peer review as showing “Gold Standard” and “Best Practice” throughout. Whilst Covid-19 has surely had an impact on all undergraduate learning across the Country, the University of Suffolk has supported its learned lecturers to embrace new ideas and new technologies and retain remotely, collaborative, team working skills and peer learning for students. It is also important to note new course modules coming on-line for students which include invaluable practical skills training and employability. It is worth highlighting the Clinical Legal Practice module which includes the possibility for students to undertake a work placement to either participate in or observe related work in practice. This article is therefore also a shameless plug for support from the wider legal community please. These are your employees of the future, and we have a real opportunity to shape their legal education and retain a work force after graduation.
With that in mind, I would like to say a few words about the SQE. This seems to be the year of change for the profession in so many aspects, root and branch, however, we must recall that one of the intentions behind the SQE is to open up social mobility and diversity into the profession. Disappointingly, the SRA has stated that “We do not regulate, accredit or endorse training providers or organisations. We also have no role in approving, endorsing or overseeing the training courses or materials, or their quality”. This is therefore an uncertain time for employers and students/graduates alike. As a profession we should continue to engage with any consultations on reform and any education establishments in our geographical area or sphere of influence. I am reminded whilst writing of West Suffolk College, and Phil Stitte’s article in a previous edition regarding legal apprenticeships. There are fabulous opportunities for growth, succession planning and let’s not forget, engaging essential support staff in their chosen careers. We all just need to think outside the box at times, be creative, and this is something the pandemic has forced all of us to embrace.
Professional CPD learning has been challenging for SNELS this year, as so many organisations have provided on-line free sessions to cater for most needs. However, this key role has not been forgotten. The intention is to send out a short questionnaire to seek your input on the design and content of this moving forward. We are also fostering relationships with the Cheshire and North Wales Law Society, who have kindly offered out their programme of courses to our members.
Finally, if any Solicitor reading this, is inspired to take on the role of Education and Training Officer of SNELS, please do make an expression of interest with a covering note of your skills pertaining to this voluntary role, to Christine at snels@topcopysec.co.uk.
Amanda Timcke
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