The May/June 2009 issue of Aramco World, the magazine of Saudi Arabia’s national oil company, reports on two approaches that developing countries are taking to counter the effects of climate change and rising sea levels.
“Bangladesh’s Audacity of Hope” by Richard Covington covers plans by Fazle Hasan Abed, chairperson of a NGO in Bangladesh to train Bangladeshis to live and work overseas.
“But,” warns Abed, “global warming will create havoc in our country unless we can send more people abroad as emigrants.”… Abed opens a folder on his desk to show me an agreement signed only a few hours earlier with officials from Ryukyu University in Okinawa for an exchange of Bangladeshi and Japanese students and researchers. “Japan is rapidly losing population, so our proposal is to create Japanese-speaking Bangladeshi entrepreneurs who will eventually send workers to Japan,” he explains. “We could do the same for Korea, Spain, Italy and other countries that are facing aging societies—or even thinly populated places like Namibia,” he adds, calmly taking another puff.
“Rising the Maldives” by Larry Luxner discusses the raisied artificial island of Hulhumalé in the Maldives.
Yet man-made Hulhumalé neither looks nor feels anything like its natural sister islands. From its conception only eight years ago, in 1997, to its official inauguration on May 12, 2004, this work-in-progress is being meticulously planned to boost the country’s economic fortunes while staving off the rising seas that may one day wipe much of the world’s smallest Muslim nation off the map.
Legal education is slowly but steadily becoming global. U.S. law schools are adapting to the need to educate jurists who can work on cross border issues. Within the next 100 years, U.S. law schools will face the challenges of educating an increasing number of international students, while dealing with diverse legal systems.
In the next 100 years, U.S. law schools will expand overseas with several branches (at least one in every country or group of countries with legal and economic relevancy) and will embrace corporate form and a business approach. Faculty and administrators should carefully plan today for the future placement (in terms of ranking) and development (in terms of scientific breakthrough) of their academia if they seriously consider obtaining global presence, recognition and intellectual credibility. Those who do not have plans to globalize today will struggle tomorrow locally.
Only those law schools that are investing today in a solid globalization of their curricula and hiring faculty with diverse skills will be the primary actors in the field of global legal education in the 22nd Century.
This article has three main objectives:
(a) To define the issues currently influencing the movement global movement in legal education and their effect on its future development.
(b) To analyze the visa (or entry) regulations of the countries where U..S. students currently have the privilege of travelling for study or research purposes.
(c) To analyze the host regulations that U.S. universities have to face when they plan to offer educational services in a foreign jurisdiction through a physical presence in that jurisdiction.
An analysis and comparison of the entry regulations of 16 jurisdictions will be offered, with special attention to the French, Italian, E.U. and U..S. visa situations. The paper will analyze how E.U. regulations are not completely and uniformly followed by some member states and how U.S. regulations could be improved for at least short term study programs. The legal and economic consequences of these regulations will be addressed as well.