Thesis (M Distance Ed) -- University of South Australia, 1993

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1771. Includes bibliographical references (leaves 136-153).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 76-88).

This study examines how paralegal training in Lesotho was designed and managed. It analyses the content of the training and methods used. An assessment is made of how the participants used the training in the field. Since the inception of paralegal training in 1993 in Lesotho, no systematic and consolidated analysis lias been done to present a story on the existence o f the paralegal training programme. Paralegal training in this context is defined as the training of community-based people who are given skills to help disadvantaged individuals and groups to fight for thcirrights through the legal system. The legal profession adopted the use o f "barefoot lawyers" to address the imbalance in the accessibility o f legal services and facilities. Internationally the use of paralegals has taken root. In Lesotho the use of paralegals is fairly new, so there is the need to explore mis approach. There are two organisadons involved in paralegal training - the Community Legal Resource and Advice Centre (CLRAC) and the Lesotho Federation of Women Lawyers (FIDA). Both serve urban and rural populations. Lesotho being a case in point, this is a study aimed at obtaining in-depth information to highlight the paralegal training programme in Lesotho. It sought to ask critical questions about who were recruited as paralegal trainees, which topics were handled in the paralegal training programme, what training methods were used and what responsibilities paralegals fulfil after training. The outcome of this study has already contributed towards establishing a common content and methodology by presenting a systematic analysis of differences and common issues. The methods used to compile the Lesotho case study of paralegal training were reference to files and reports kept by CLRAC and FIDA,in house interviews and observations and interviews with paralegals and village leaders. Forty paralegals, who were trained by the two organisations, were involved in the study. They were identified from the districts o f Module's Hock, Mafeteng, Thaba-Tseka, (the three districts where CLRAC operates), Teyateyaneng and Quthing (two o f the three districts where FIDA operates). An interview schedule was developed which was used lo collect the information from the different respondents who were available during data collection phase of the study. The outcome of this study is that paralegal work is useful. There is the need to train more people as paralegals and to design the paralegal training programme in such a way that it responds to problems within a given context of rural and urban settings.

Thesis (D. Min.)--Columbia International University, 2008. / Typescript. Description based on print version record. Includes bibliographical references (leaves 349-362).

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1987.

The purposes of the study were: first, to identify what personnel in community agencies providing internships judge they contribute to a student intern's learning about (a) the role of the agency in the culture: (b) his competency to perform specific services; (c) his understanding of his cultural heritage; and second, to identify how community agencies are influenced as they provide experiences for student interns. Data were collected by interviewing and analyzed by a descriptive-survey design.FindingsCommunity agency personnel judged their agencies contributed to students' understandings of roles of thecommunity agencies in the culture by providing:orientation sessions, on-the-job training, and opportunities to observe a variety of adult, professional, and organizational contacts direct involvements in the agencies' functionsCommunity agency personnel judged the agencies contributed to students' competencies to perform specific services by: - assuming some of the agencies' responsibilities - acquiring specific personal qualities and knowledge - working in students' interest areasCommunity agency personnel judged the agencies contributed to students' understandings of their cultural heritages by providing opportunities for students to associate and communicate with professionals. Community agency personnel judged the agencies did not accommodate and/or build upon cultural/ethnic differences of students; neither did they plan for students to learn more about themselves while in agenciesCommunity agency personnel judged the agencies were influenced as they provided experiences for student interns by receiving services, improving public services, and improving employees' moraleConclusions Community agency personnel judge they contribute importantly to students learning while the students fulfill internship responsibilities in agenciesCommunity agency personnel judge the cooperating agencies are influenced positively but to a limited extent as they provide experiences for student interns

No description available.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 202-211).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 202-211).