[WITHDRAWN] World Assembly Jurisprudence Studies v2.0

[Daarwyrth]

Representative Madelyne Zylkoven: My predecessor, Dame Maria vyn Nysen, and her delegation had at one point proposed this idea, yet, unfortunately it was withdrawn shortly before it reached the floor of the General Assembly. As my delegation still sees merit in the ideas expressed in Dame vyn Nysen's draft, we would like to revisit this idea and gather new commentary and feedback on the proposition."

CURRENT DRAFT:

World Assembly Jurisprudence Studies
Education and Creativity | Educational

---

Believing it is in the interest of any being or entity to know itself and to reflect upon its nature critically, and thus desiring to give the students of member nations both present and future the ability to understand the World Assembly academically, and be aware of its influence and role in the international community as attendees of national or international law schools; and

Recognising the work of previously passed legislation that ensures the inhabitants of member nations receive the opportunity to learn more about those resolutions that impact them, yet confident that there remains ample room to further the consolidation of knowledge about the World Assembly and how it operates;

The World Assembly hereby:

1. Instructs member states, and/or any of their departments or educational boards, to establish, devise and implement the academic course World Assembly Jurisprudence Studies (from here on WAJS) into the curricula of facilities and institutions that qualify as tertiary education, and where the study of law and jurisprudence is at the core of the educational programming, that shall aim to impart knowledge and understanding to course attendants on the World Assembly, its functioning, and its nature;
   
   
2. Clarifies that nothing in Clause 1 prevents member nations, and/or any of their departments or educational boards, from adopting a different nomenclature for the academic course named WAJS within the articles of this resolution;
   
   
3. Provides the following components as possible guidelines on what the WAJS courses could entail:
   
   
   1. The general history of the World Assembly, from its founding to its role in the international community in the present;
      
      
   2. The manner in which the World Assembly and its committees function;
      
      
   3. An understanding of World Assembly law, how it is written, how it functions and what its impact is on member nations;
      
      
   4. The process of debating and voting in the World Assembly, which can include simulated debates and votes, for example;
   
   
4. Further instructs member states to develop, implement and administer internship programmes at their World Assembly-related national government bodies for students who follow an educational trajectory as specified by Clause 1, to allow them to gain practical experience that may help them to satisfactorily complete their education, yet requires:
   
   
   1. that these shall be paid internship positions, or that these interns will have their expenses compensated in the form of a stipend at least; and
      
      
   2. that the candidates for these internship positions shall be selected by fair yet demanding academic competition that the member nations are free to give shape to;
   
   
5. Strongly urges member nations to prioritise students with degrees in the WAJS educational trajectories when hiring new staff members for World Assembly-related government organisations and institutions.

[Daarwyrth]

DRAFT 3:

World Assembly Jurisprudence Studies
Education and Creativity | Educational

---

Believing it is in the interest of any being or entity to know itself and to reflect upon its nature critically, and thus desiring to give the students of member nations both present and future the ability to understand the World Assembly academically, and be aware of its influence and role in the international community as attendees of national or international law schools; and

Recognising the work of previously passed legislation that ensures the inhabitants of member nations receive the opportunity to learn more about those resolutions that impact them, yet confident that there remains ample room to further the consolidation of knowledge about the World Assembly and how it operates;

The World Assembly hereby:

1. Instructs member states, and any of their departments, to establish, devise and implement the academic course World Assembly Jurisprudence Studies (from here on WAJS) into the curricula of facilities and institutions that qualify as tertiary education, and where the study of law and jurisprudence is at the core of the educational programming, that shall aim to impart knowledge and understanding to course attendants on the World Assembly, its functioning, and its nature, and provides the following components as guidelines on what the WAJS courses could entail:
   
   
   1. The general history of the World Assembly, from its founding to its role in the international community in the present; and
      
      
   2. The manner in which the World Assembly and its committees function; and
      
      
   3. An understanding of World Assembly law, how it is written, how it functions and what its impact is on member nations; and
      
      
   4. The process of debating and voting in the World Assembly, which shall include simulated debates and votes;
   
   
2. Declares that students who follow an educational trajectory as specified by Clause 1 can follow internships at the World Assembly and at World Assembly-related national government bodies in member states, to allow them to gain practical experience that may help them to satisfactorily complete their education, yet requires:
   
   
   1. that these shall be paid internship positions, or that these interns will have their expenses compensated in the form of a stipend at least; and
      
      
   2. that the candidates for these internship positions shall be selected by fair yet demanding academic competition that the member nations are free to give shape to;
   
   
3. Strongly urges member nations to prioritise students with degrees in the WAJS educational trajectories when hiring new staff members for World Assembly-related government organisations and institutions.

DRAFT 2:

World Assembly Jurisprudence Studies
Education and Creativity | Educational

---

Believing it is in the interest of any being or entity to know itself and to reflect upon its nature critically, and thus desiring to give the students of member nations both present and future the ability to understand the World Assembly academically, and be aware of its influence and role in the international community as attendees of national or international law schools; and

Recognising the work of previously passed legislation that ensures the inhabitants of member nations receive the opportunity to learn more about those resolutions that impact them, yet confident that there remains ample room to further the consolidation of knowledge about the World Assembly and how it operates;

The World Assembly hereby:

1. Establishes the academic course World Assembly Jurisprudence Studies (from here on WAJS) intended for the curricula of all tertiary educational facilities and institutions in the field of law studies, that shall aim to impart the following knowledge to course attendants:
   
   
   1. The general history of the World Assembly, from its founding to its role in the international community in the present; and
      
      
   2. The manner in which the World Assembly and its committees function; and
      
      
   3. An understanding of World Assembly law, how it is written, how it functions and what its impact is on member nations; and
      
      
   4. The process of debating and voting in the World Assembly, which shall include simulated debates and votes;
   
   
2. Instructs member states, and any of their departments, to devise and implement WAJS educational trajectories in facilities and institutions that qualify as tertiary education, and where the study of law and jurisprudence is at the core of the educational programming;
   
   
3. Declares that students who follow an educational trajectory as specified by Clause 1 can follow internships at the World Assembly and at World Assembly-related national government bodies in member states, to allow them to gain practical experience that may help them to satisfactorily complete their education, yet requires:
   
   
   1. that these shall be paid internship positions, or that these interns will have their expenses compensated in the form of a stipend at least; and
      
      
   2. that the candidates for these internship positions shall be selected by fair yet demanding academic competition that the member nations are free to give shape to;
   
   
4. Strongly urges member nations to prioritise students with degrees in the WAJS educational trajectories when hiring new staff members for World Assembly-related government organisations and institutions.

DRAFT 1:

World Assembly Jurisprudence Studies
Education and Creativity | Educational

---

Believing it is in the interest of any being or entity to know itself and to reflect upon its nature critically, and thus desiring to give the students of member nations both present and future the ability to understand the World Assembly academically, and be aware of its influence and role in the international community as attendees of national or international law schools; and

Recognising the work of previously passed legislation that ensures the inhabitants of member nations receive the opportunity to learn more about those resolutions that impact them, yet confident that there remains ample room to further the consolidation of knowledge about the World Assembly and how it operates;

The World Assembly hereby:

1. Establishes the academic course World Assembly Jurisprudence Studies (from here on WAJS) intended for the curricula of all tertiary educational facilities and institutions in the field of law studies, that shall aim to impart the following knowledge to course attendants:
   
   
   1. The general history of the World Assembly, from its founding to its role in the international community in the present; and
      
      
   2. The manner in which the World Assembly and its committees function; and
      
      
   3. An understanding of World Assembly law, how it is written, how it functions and what its impact is on member nations; and
      
      
   4. The process of debating and voting in the World Assembly, which shall include simulated debates and votes;
   
   
2. Instructs member states, and any of their departments, to devise and implement WAJS educational trajectories in facilities and institutions that qualify as tertiary education, and where the study of law and jurisprudence is at the core of the educational programming;
   
   
3. Specifies that these WAJS educational trajectories are to be divided into the following two categories:
   
   
   1. Undergraduate WAJS courses at three levels of difficulty, namely basic, intermediate and advanced, where these courses shall be a mandatory element of every law student's curriculum at the basic and intermediate levels, while the advanced level shall be mandatory for students whose specialisation in the law studies is a domain that is influenced by WA law, and an elective in all other cases; and
      
      
   2. A postgraduate WAJS specialisation trajectory that can be followed by students who have obtained an undergraduate degree in law studies, and who wish to specialise themselves in World Assembly jurisprudence at a higher level of tertiary education;
   
   
4. Declares that students who follow an educational trajectory as specified by Clause 1, be it at undergraduate or postgraduate level, can follow internships at the World Assembly and at World Assembly-related national government bodies in member states, to allow them to gain practical experience that may help them to satisfactorily complete their education, yet requires:
   
   
   1. that these shall be paid internship positions, or that these interns will have their expenses compensated in the form of a stipend at least; and
      
      
   2. that the candidates for these internship positions shall be selected by fair yet demanding academic competition that the member nations are free to give shape to;
   
   
5. Strongly urges member nations to prioritise students with postgraduate degrees in the WAJS educational trajectories when hiring new staff members for World Assembly-related government organisations and institutions.

[Anne of Cleves in TNP]

“This is a good draft, but I don’t see why this legislation is significant. Unless I calculated the numbers wrong and it turns out that every student wants to be an ambassador in the WA like me, then I have to believe that this legislation would not be helpful to a majority of the multiverse’s students.”
-Ms. Charlotte Schafer, WA Ambassador for the Clevesian Empire

[The Orwell Society]

"Opposed. This is not a matter fit for international legislation, nor is it fit for my nation to comply with it. The Orwellian Delegation is an elite closed group, and allowing citizens to be educated on WA legislation would be not be favorable. After all, who needs to know if we're actually complying with all of this?"

[Imperium Anglorum]

C Marcius Blythe. I encourage the returning delegation for Daarwyrth to ignore the statements of the recently-spoken disembodied non in personam voice. There is little reason to take feedback from a nation which will not comply or is otherwise ignorant of World Assembly laws, including the resolution on circulation thereof and the Administrative Compliance Act. Quibus de rebus refers (Cic. Phil. 7.27.), I think a specification of the specific courses and their "levels" is too much micromanagement. Member nations can likely figure out what students interacting with World Assembly law have need to know: such engagement would be directly topical to legal practice and an unnecessary waste of limited educational time if a future advocate is not to actually engage in areas of World Assembly regulation or direction.

[Fachumonn]

Ambassador The People: "Su--su-----Support, ambassador."

[Comfed]

Micromanaging law schools is bad. Against.

[Hulldom]

C Marcius Blythe. I encourage the returning delegation for Daarwyrth to ignore the statements of the recently-spoken disembodied non in personam voice. There is little reason to take feedback from a nation which will not comply or is otherwise ignorant of World Assembly laws, including the resolution on circulation thereof and the Administrative Compliance Act. Quibus de rebus refers (Cic. Phil. 7.27.), I think a specification of the specific courses and their "levels" is too much micromanagement. Member nations can likely figure out what students interacting with World Assembly law have need to know: such engagement would be directly topical to legal practice and an unnecessary waste of limited educational time if a future advocate is not to actually engage in areas of World Assembly regulation or direction.

R. Le Maldo: “We concur with our friend, Ambassador Blythe. So long as this resolution is submitted without the inclusion of clause 3, we will support it.”

[Daarwyrth]

Representative Wentapelloven: "We thank all delegations for their initial commentary and feedback. In light of the remarks made by the delegations from Imperium Anglorum and Hulldom, my team has excised the former Clause 3 from the text, and the specification on how the courses and their levels should be organised."

[Tinhampton]

I reiterate my comments on the original version from last year:

Alexander Smith, Tinhamptonian Delegate-Ambassador to the World Assembly: We would have been more supportive of this proposal had it given off an impression closer to "All law schools must teach about the World Assembly" rather than "All law schools must implement a curriculum component designed and packaged by the World Assembly."

[Daarwyrth]

I reiterate my comments on the original version from last year:

Alexander Smith, Tinhamptonian Delegate-Ambassador to the World Assembly: We would have been more supportive of this proposal had it given off an impression closer to "All law schools must teach about the World Assembly" rather than "All law schools must implement a curriculum component designed and packaged by the World Assembly."

Representative Wentapelloven: "And what if the components listed under Clause 1 were rephrased to be examples of what a WAJS course could entail instead of being listed as its criteria?"

[West Barack and East Obama]

Dr Justin Obama, Deputy Minister of Foreign Affairs: Let me be clear, I fully support Tinhampton's concerns on this matter. Empowering the WA to provide a whitewashed history to law students is dangerous. Simply mandate that it is taught, not how it is taught.

[Daarwyrth]

Representative Wentapelloven: "My delegation has heard the commentary and feedback, and we have produced a new draft that reflects the suggested changes. We have merged Clauses 1 and 2, and hopefully the new Clause 1 is less micro-managing while still offering a guideline on how the WAJS courses could be shaped. We are eager to hear your thoughts on the new version of the resolution draft."

[Hulldom]

“Our delegation would like to respectfully propose that the delegation from Daarwyrth consider splitting the mandate part of clause 1 and the suggests for the scope of the curricula.”

[Imperium Anglorum]

C Marcius Blythe. We see no need at all to require "Model WA" in any law curriculum. ("The process of debating and voting in the World Assembly, which shall include simulated debates and votes".) We also would like to see more detail as to this proposed internship programme; we would prefer member nations to administer the internship programmes for their own students rather than requiring administration centrally.

[Daarwyrth]

“Our delegation would like to respectfully propose that the delegation from Daarwyrth consider splitting the mandate part of clause 1 and the suggests for the scope of the curricula.”

Princess Madelyne Zylkoven, WA Representative of Daarwyrth: "My delegation has altered the text of the resolution draft accordingly."

C Marcius Blythe. We see no need at all to require "Model WA" in any law curriculum. ("The process of debating and voting in the World Assembly, which shall include simulated debates and votes".) We also would like to see more detail as to this proposed internship programme; we would prefer member nations to administer the internship programmes for their own students rather than requiring administration centrally.

Zylkoven: "The idea of the "Model WA" is - in the current form of the draft text - an example of what could be included in a WAJS course, but is not a mandatory requirement. As to your comments on the internship programme, we have altered the text to hopefully be along the lines of what you proposed. We'd say Clause 3 currently allows member states to administer such programmes nationally, instead of centrally by the WA."

[Daarwyrth]

Zylkoven: "My delegation warmly welcomes any commentary and feedback that could help us improve this draft, so as to ensure that the end result will be a text that is satisfactory to all."

[Daarwyrth]

OOC: Any new feedback and commentary on the current draft?

[Heavens Reach]

OOC: Any new feedback and commentary on the current draft?

OOC: Is the current draft the fourth and the one currently featured in the "OP"?

[Attempted Socialism]

The draft has an implicit assumption that the member state can set curricula for specific courses in tertiary education. Is this a widespread thing IRL? I don't know a lot about how it is done in other countries, but in Denmark the government is very limited in its ability to determine the curriculum for specific courses; it is decided by the individual(s) responsible for the course, subject to a democratic forum (Membership is 50% academic employees, 50% students, voted in by the academic employees and students respectively) that decides which courses to allow and require. As long as I adhere to some general government-set standards, it is this forum that decides whether my course runs, whether my proposed curriculum is accepted, and whether the exam I suggest is picked. The institute (And university as a whole) has to fulfill a lot of obligations, but those are far more general than specific courses. They apply to e.g. law, linguistics, medicine, or to university education as such. How would you see Denmark make a good-faith effort to comply with this resolution?

[Heavens Reach]

The draft has an implicit assumption that the member state can set curricula for specific courses in tertiary education. Is this a widespread thing IRL? I don't know a lot about how it is done in other countries, but in Denmark the government is very limited in its ability to determine the curriculum for specific courses; it is decided by the individual(s) responsible for the course, subject to a democratic forum (Membership is 50% academic employees, 50% students, voted in by the academic employees and students respectively) that decides which courses to allow and require. As long as I adhere to some general government-set standards, it is this forum that decides whether my course runs, whether my proposed curriculum is accepted, and whether the exam I suggest is picked. The institute (And university as a whole) has to fulfill a lot of obligations, but those are far more general than specific courses. They apply to e.g. law, linguistics, medicine, or to university education as such. How would you see Denmark make a good-faith effort to comply with this resolution?

I'm not the ambassador who wrote the proposal, but I assume it would be much like the work of an artist or an engineer: to deliver a product that works within the constraints -- be they legal, financial, etc. -- required of a project. Denmark's forum would simply have to respond to the constraint placed on it by international law the same way it would respond to, say, a specific industry standard for a given subject.

[Attempted Socialism]

The draft has an implicit assumption that the member state can set curricula for specific courses in tertiary education. Is this a widespread thing IRL? I don't know a lot about how it is done in other countries, but in Denmark the government is very limited in its ability to determine the curriculum for specific courses; it is decided by the individual(s) responsible for the course, subject to a democratic forum (Membership is 50% academic employees, 50% students, voted in by the academic employees and students respectively) that decides which courses to allow and require. As long as I adhere to some general government-set standards, it is this forum that decides whether my course runs, whether my proposed curriculum is accepted, and whether the exam I suggest is picked. The institute (And university as a whole) has to fulfill a lot of obligations, but those are far more general than specific courses. They apply to e.g. law, linguistics, medicine, or to university education as such. How would you see Denmark make a good-faith effort to comply with this resolution?

I'm not the ambassador who wrote the proposal, but I assume it would be much like the work of an artist or an engineer: to deliver a product that works within the constraints -- be they legal, financial, etc. -- required of a project. Denmark's forum would simply have to respond to the constraint placed on it by international law the same way it would respond to, say, a specific industry standard for a given subject.

That would not answer my question. IIRC there are institutes of law at all the Danish universities, excluding the Technical University. So that is at least 6 different institutes, each with an elected body (Called the Board of Studies, if we want to be technical) to determine their courses and curricula. Those are democratically elected and beholden to their peers, not to the government (And technically the university presidents, who have the power to dissolve the local boards). In this resolution governments are required to set curricula. So I am asking the author how they would see Denmark make a good-faith effort to comply, if Denmark was a nation here on NationStates, and a WA member.
Of course one answer could be removing the locally elected boards of studies, or make a carve-out in local democracy for this one legal course (And there are various ways to do that, too). Another could be that since the Danish government can't enforce courses or curricula, it wouldn't affect Denmark at all (The same way resolutions about elections only affects countries that hold elections).

[Daarwyrth]

The draft has an implicit assumption that the member state can set curricula for specific courses in tertiary education. Is this a widespread thing IRL? I don't know a lot about how it is done in other countries, but in Denmark the government is very limited in its ability to determine the curriculum for specific courses; it is decided by the individual(s) responsible for the course, subject to a democratic forum (Membership is 50% academic employees, 50% students, voted in by the academic employees and students respectively) that decides which courses to allow and require. As long as I adhere to some general government-set standards, it is this forum that decides whether my course runs, whether my proposed curriculum is accepted, and whether the exam I suggest is picked. The institute (And university as a whole) has to fulfill a lot of obligations, but those are far more general than specific courses. They apply to e.g. law, linguistics, medicine, or to university education as such. How would you see Denmark make a good-faith effort to comply with this resolution?

OOC: I have to admit I am not familiar with systems like in Denmark, the university system in the Netherlands was different than that. But (and I hope I understand what you're saying correctly) that is why the text says "and any of their departments". I would assume that the forum that you speak of would fit under the definition "and any of their departments", so that department would have to make the WAJS course a mandatory element of law studies. I assume that a forum like the one you speak of can set mandatory courses? The Boards of Studies can set the WAJS courses as mandatory elements under the "and any of their departments" bit.

EDIT: I have added in the specification "educational boards" to hopefully help in the situation that you described

[Heavens Reach]

I'm not the ambassador who wrote the proposal, but I assume it would be much like the work of an artist or an engineer: to deliver a product that works within the constraints -- be they legal, financial, etc. -- required of a project. Denmark's forum would simply have to respond to the constraint placed on it by international law the same way it would respond to, say, a specific industry standard for a given subject.

That would not answer my question. IIRC there are institutes of law at all the Danish universities, excluding the Technical University. So that is at least 6 different institutes, each with an elected body (Called the Board of Studies, if we want to be technical) to determine their courses and curricula. Those are democratically elected and beholden to their peers, not to the government (And technically the university presidents, who have the power to dissolve the local boards). In this resolution governments are required to set curricula. So I am asking the author how they would see Denmark make a good-faith effort to comply, if Denmark was a nation here on NationStates, and a WA member.
Of course one answer could be removing the locally elected boards of studies, or make a carve-out in local democracy for this one legal course (And there are various ways to do that, too). Another could be that since the Danish government can't enforce courses or curricula, it wouldn't affect Denmark at all (The same way resolutions about elections only affects countries that hold elections).

We're pretty sure we did answer your question, ambassador. Those democratic bodies will have to follow international law much like democracies that belong to the WA itself manage to. Also, what is "Danish"? Is that a special word for things relating to Denmark?

[Attempted Socialism]

That would not answer my question. IIRC there are institutes of law at all the Danish universities, excluding the Technical University. So that is at least 6 different institutes, each with an elected body (Called the Board of Studies, if we want to be technical) to determine their courses and curricula. Those are democratically elected and beholden to their peers, not to the government (And technically the university presidents, who have the power to dissolve the local boards). In this resolution governments are required to set curricula. So I am asking the author how they would see Denmark make a good-faith effort to comply, if Denmark was a nation here on NationStates, and a WA member.
Of course one answer could be removing the locally elected boards of studies, or make a carve-out in local democracy for this one legal course (And there are various ways to do that, too). Another could be that since the Danish government can't enforce courses or curricula, it wouldn't affect Denmark at all (The same way resolutions about elections only affects countries that hold elections).

We're pretty sure we did answer your question, ambassador. Those democratic bodies will have to follow international law much like democracies that belong to the WA itself manage to. Also, what is "Danish"? Is that a special word for things relating to Denmark?

I'm not an ambassador. If you want to give me titles I don't have, I'd prefer Tenured Professor and APSA fellow. And this is the second time you're linking to some nation. I don't care why you do it, but it is suggesting to me that you're labouring under some misapprehension. At least one is easy to clear up: Unless I specifically mark it otherwise, I am writing OOC. Denmark is a nation in the real world.

The draft has an implicit assumption that the member state can set curricula for specific courses in tertiary education. Is this a widespread thing IRL? I don't know a lot about how it is done in other countries, but in Denmark the government is very limited in its ability to determine the curriculum for specific courses; it is decided by the individual(s) responsible for the course, subject to a democratic forum (Membership is 50% academic employees, 50% students, voted in by the academic employees and students respectively) that decides which courses to allow and require. As long as I adhere to some general government-set standards, it is this forum that decides whether my course runs, whether my proposed curriculum is accepted, and whether the exam I suggest is picked. The institute (And university as a whole) has to fulfill a lot of obligations, but those are far more general than specific courses. They apply to e.g. law, linguistics, medicine, or to university education as such. How would you see Denmark make a good-faith effort to comply with this resolution?

OOC: I have to admit I am not familiar with systems like in Denmark, the university system in the Netherlands was different than that. But (and I hope I understand what you're saying correctly) that is why the text says "and any of their departments". I would assume that the forum that you speak of would fit under the definition "and any of their departments", so that department would have to make the WAJS course a mandatory element of law studies. I assume that a forum like the one you speak of can set mandatory courses? The Boards of Studies can set the WAJS courses as mandatory elements under the "and any of their departments" bit.

EDIT: I have added in the specification "educational boards" to hopefully help in the situation that you described

Is educational board the generic term? I think it would work, as long as it is not an improper RL reference.