(September 22, 2021)

Law School Standards

IntroductionI.

The Law School Standards (hereinafter referred to as the “Standards”) are established by
the Japan University Accreditation Association (hereinafter referred to as the “JUAA”) as
Certified Evaluation and Accreditation Organization for conducting certified evaluation
and accreditation of law schools.
The Law schools subject to these Standards are graduate schools that meet the following
requirements.
(i)
The law school has a basic mission of fostering legal professionals who havespecialized legal knowledge, the knowledge and skills required for a future careerin the legal field and the ability to argue based on legal reasoning, analysis, andlogic, as well as a broader education, a rich humanity, and high professional ethics.
(ii)
The degree to be awarded shall be is Juris Doctor degree.

II.

As a guideline for the university to maintain and improve an appropriate standard ofeducation and research, the JUAA has set and revised various criteria including the“University Standards” which represent the criteria used in the university evaluation
conducted by the JUAA.
The Law School Standards are one of the JUAA’s various standards which have theirfoundation in the“University Standards.”

III.

These Standards consist of the following four major items.
1. Mission and Purpose
2. Educational Programs and Learning Outcomes / Students
3. Faculty and Faculty Organization
4. Law School Management and Improvement

IV.

Each major item of these standards is composed of the “text”,“basic requirements,”and ”perspectives of evaluation” indicated for each item.
The “text” defines the general aim of the item and describes the elements required tofulfill the basic mission imposed on all law schools, and also to realize the inherent purposeof individual law school.
The “Basic Requirements” and the “Perspectives of Evaluation” indicate the points for law
schools to consider in performing self-study and for JUAA in conducting law school
evaluations, based on the purpose of the main “text”. More specifically, the “Basic
Requirements” cover the legal and other essential requirements that must be reviewed
for compliance as a prerequisite to evaluation. (Details of the scope of the basic
requirements are outlined separately.) The “Basic Requirements” and the “Perspectivesof Evaluation” should be interpreted and applied in the context of the text’s aim, withspecial attention given to the correlation between the two.

V.

Points identified based on an evaluation of the requirements specified in the text and the- 1 -perspectives of evaluation that commendations, distinctive features, or suggestions for
improvement will be noted with the following remarks and conditions.
[Recommendation](i)
Serious problem that requires improvement with respect to compliance withthe laws and regulations governing law schools or the fundamental
requirements of law schools.
Law Schools that receive a recommendation must develop and implement
specific corrective action plans to rectify the problem.
(i)

(ii)

[Suggestion for Improvement] Issues that do not warrant a recommendation
but do require improvement with respect to regal matters related to law schools
or the basic matters required of law schools.
Opportunities for improvement or further work to strengthen the institution’s
unique features in relation to the school-specific goals and objectives.

Institutions that receive a suggestion for improvement should develop andimplement specific action plans and strive for improvement.
(i)

(ii)

[Commendation]Effective or sufficiently successful efforts in realizing theinstitution’s basic mission with respect to the fundamental requirements of law
schools.
Effective or sufficiently successful efforts in realizing the institution’s
established goals and objectives or in strengthening the institution’s uniquefeatures with respect to the school-specific goals and objectives.

[Distinctive Feature](i)Efforts that do not warrant a commendation but are considered promising ororiginal and in line with the institution’s established goals and objectives.

Items

Evaluation
remarks

Fundamental
requirements of law
schools・Commendation
・Recommendation
・Suggestion forimprovement

Laws and regulations
governing law schools

School-specificgoals andobjectives

・Recommendation
・Suggestion forimprovement

・Commendation
・Distinctive
feature・Suggestion forimprovement

VI.

Compliance with these Standards is determined based on the overall evaluation of theitems and areas recommended for improvement. The institutions found to have a serious
problem(s) as a law school will be deemed non-compliant.

VII.

Relevant laws and regulations are abbreviated as follows:- 2 -Explanatory notes[SEA][Coordination Laws][MOESEA][SEU][SEGS][SEPGS][Notification No. 53][MEXT Notifications]: School Education Act: Act on Coordination between Education at Graduate Schools of Law
and the Bar Examination and Related Acts
: Ministerial Ordinance for Enforcement of the School Education Act(Ordinance of the Ministry of Education, Science and Culture No. 11 of1947): Standards for Establishment of Universities (Ordinance of the
Ministry of Education, Science, and Culture No. 28 of 1956): Standards for Establishment of Graduate Schools (Ordinance of the
Ministry of Education, Science, and Culture No. 28 of 1974)： Standards for Establishment of Professional Graduate Schools(Ordinance of the Ministry of Education, Culture, Sports, Science andTechnology No. 16 of 2003)： Items Prescribing Necessary Matters Concerning Professional
Graduate Schools (Ministry of Education, Culture, Sports, Science,
and Technology Notification No. 53 of 2003): Notifications and announcements from the Ministry of Education,
Culture, Sports, Science, and Technology to law schools and certified
evaluation and accreditation organizations of law schools- 3 -Law School Standards
Enacted January 27, 2005
Revised September 3, 2010
Revised April 22, 2011
Revised October 22, 2015
Revised July 26, 2017
Revised September 7, 2018
Revised Febrary26, 2021
Revised September22, 2021

1. Mission and Purpose
The purpose of the law school system is to foster legal professionals possessing specialist
knowledge of the law, knowledge and skills required for a future career in the legal field and theability to apply that knowledge and skills, basic competence required in legal practice, as well asa broader education, rich humanity, and a high level of professional ethics. Law schools have thecritical mission of building a human resource base for the legal sector to meet the needs of 21st
century society.
It is important that law schools train and develop human resources by putting in place theframeworks and systems necessary for conducting education and research activities in line withthe above-stated mission and purpose and with their own particular mission, purpose, andeducational objectives. The mission, purpose, and educational objectives should be establishedin the law school’s regulations and communicated to all members of the institution, including
faculty and students.
Basic Requirements
Of the basic requirements related to this category, the items necessary to indicate in the basic
requirement data must meet the requirements of applicable laws and regulations.
Perspectives of Evaluation
Criteria
Setting of

Perspectives of Evaluation
1-1

The law school has established its own mission and purpose in linewith the purpose of the law school system and the mission andpurpose of the university. (SEGS Article 1-2)

1-2

The law school’s own goals and objectives are communicated to
all members of the institution, including faculty and students.

purpose

2. Educational Programs and Learning Outcomes / Students
It is important for law schools to design and manage their educational programs in line with the- 4 -purpose of the law school system and with the aim of achieving their own mission, purpose, andeducational objectives. To this end, law schools must develop and communicate to students (a) adegree award policy (diploma policy) that states expected learning outcomes consistent with theinherent purpose, (b) a curriculum design and implementation policy (curriculum policy)
compatible with the diploma policy, and (c) a student enrollment policy (admissions policy) that
describes the personal qualities and attributes of the students the institution seeks to admit as wellas the criteria and methods used to set admission standards.
Law schools should systematically design a curriculum that complies with applicable laws andregulations, consists of subjects that are in line with the curriculum policy, and that takes external
opinions into consideration. It is also important for law schools to provide theoretical and practicaleducation appropriately, in order to foster legal professionals possessed with specialized legal
knowledge, the knowledge and skills required for a future career in the legal field and the ability toargue based on legal reasoning, analysis, and logic, as well as a broader education, a rich humanity,and high professional ethics.
In the educational methods of law schools, in order to bridge theory and practice as well as toenhance practical education, it is necessary to incorporate practical educational methods fortraining legal professionals, such as interactive and multidirectional discussions and question-andanswer sessions, in addition to lectures, and to effectively support the cultivation of qualities andabilities in accordance with the course format of individual classes.
To this end, law schools must conduct classes with an appropriate number of students, taking into
account the methods of teaching, facilities, equipment, and other educational conditions to fully
realize the educational method. It is also required to realize smooth learning for students throughthe preparation and utilization of syllabus, course guidance, and consultation and support for
preparation and review, etc.
Understanding the abilities and qualities acquired by students upon completion of the program is
crucial for law schools to assess the effectiveness of educational outcomes, inspect its
appropriateness, and improve and enhance it. In doing so, law schools should use methods andcriteria appropriate to measure the achievement of goals for each course to evaluate student
learning. Given law schools’ mission to foster capable professionals who can contribute to building
a better society, it is equally important to track the career path status of program graduates.
In the selection of new enrollees, law schools must conduct appropriate and fair selection basedon a admission policy in order to provide appropriate and effective education. Law schools should
also carefully monitor student quota management to ensure an optimal educational environment
and to maintain learning effectiveness. Furthermore, law schools are expected to design andimplement student support programs responsive to the needs of a diverse range of students to
help maximize student learning.
Basic Requirements
Of the basic requirements related to this category, the items necessary to indicate in the basic
requirement data must meet the requirements of applicable laws and regulations.

- 5 -Perspectives of Evaluation
Criteria

Perspectives of Evaluation

Diploma policy
and curriculum
policy2-1

In line with the purpose of the law school system, the law school has
established a degree award policy (diploma policy) that states the
skills and abilities its students are expected to acquire (learning
outcomes); a curriculum design and implementation policy(curriculum policy) that specifies the program content and teaching
methods; and admission policy)that describes the personal qualities
and attributes of the students the institution seeks to admit as wellas the criteria and methods used to set admission standards. The
three policies are compatible with one another, with the diploma
policy forming the basis of the other two, and clearly demonstrate
the direction of the school’s education (MOESEA Article 165-2).

Curriculum
design andcourses2-2Curriculums are designed to ensure coherent and sequential
learning with considerations given to the following:(1) Appropriate categorization of courses (e.g. compulsory,required elective, optional).
(2) Balanced course offering covering such subject areas as basic
law, basic legal practice, basic jurisprudence and adjacentareas, and applied and advanced subjects (SEPGS Article 20-3).
(3) Strategies to ensure that student course selection is not
skewed towards a particular subject area among basic law,basic legal practice, basic jurisprudence and adjacent areas, andapplied and advanced subjects (SEPGS Article 20-3,).
(4) Strategies to ensure cohesiveness of the theoretical andpractical aspects of legal education in curriculum design, course
content, and registration procedures.
(5) Curriculum design addressing the needs of students wishing toearn the qualification to take the bar examination while in law
school (MEXT Notification).

2-3Classes using various instruction models in terms of time and space(e.g. remote or e-learning formats) feature appropriate teachingcontent and methods to achieve educational effectiveness (SEGS
Article 8 Paragraph 2 and Article 9).

2-4Classes are offered with hours and schedules suitable to student- 6 -needs and convenience.
Coursesdesigned todevelop theskills required inlegal practice2-5

Legal clinics and externship opportunities are offered in line with theconfidentiality policy established in the institution’s regulations thatmeets the requirements of applicable laws and regulations, withappropriate student guidance being provided on this policy. The
legal clinics and externship programs feature content suitable forclinical practice training and are conducted within a clear frameworkof responsibility.

Teaching

2-6

Courses incorporate practical instruction methods aimed at
preparing legal professionals, such as interactive and multidirectional discussions and question and answer sessions effective
for achieving the expected student learning outcomes (SEPGS
Article 8).

2-7

Courses properly incorporate instruction methods designed todevelop the skills to apply specialized knowledge required for all
aspiring legal professionals (i.e. the ability to argue based on legal
reasoning, analysis, and logic), along with the skills to apply otherspecialized knowledge (Coordination Laws Article 4 Paragraphs 2
and 3, SEPGS Article 20- 5). Courses using such instruction methods
are consistent with the mission of the law school system and do notplace excessive focus on bar examination preparations.

2-8

Mutually reinforcing tools and services, such as those listed below,
are offered to help effective student learning.
(1) Development and use of a syllabus that considers the basic
competence required in legal professionals (SEPGS Article 10,
Paragraph 1).
(2) Effective learning support programs, such as academic
counseling responsive to the needs of students both with andwithout previous legal studies experience and a school-wide
office hour program.

2-9

The law school has classrooms and other facilities needed to deliver
its education programs, and maintains an appropriate venue
capacity with the following considerations in mind (SEPGS Article 17,
SEGS Article 19):(1) Enrollment capacity per class per course is set low to ensure
effective student learning (SEPGS Article 20-4, Paragraph 1).

- 7 -(2) Class enrollment capacity for basic law subjects is set in line withthe legal capacity limit of 50 students (SEPGS Article 20-4
Paragraph 2).
(3) Enrollment capacity for courses requiring individual instruction(e.g. legal clinics and externships) is set at a level appropriate
for such type of instruction.
Learning
outcomes

Student
admissions

2-10

The criteria and processes used to assess academic achievement,
award credits, and determine satisfactory completion of theeducation programs are established, communicated to students,and followed in a fair and rigorous manner (SEPGS Article 10
Paragraph 2). Any follow-up or make-up examinations areadministered in accordance with objective and rigorous standards
set and announced in advance, and are graded in a fair andconsistent manner in accordance with the assessment criteria andmethods announced to students in advance.

2-11

Policies are in place that restrict students from advancing to the nextlevel when they fail to obtain the required number of credits at theend of their first year or perform poorly on the Common
Achievement Test for Law Schools.

2-12With the aim of ensuring fairness and consistency of grading,
processes are in place for students to inquire about their grades.
Such processes are communicated to students and implemented
properly.

2-13

The law school is making systematic efforts to improve curriculums
and teaching methods (e.g. FD activities) by seeking student andalumni feedback, gathering and analyzing data on bar examination
success rates, the standard number of years to complete a degree
and the percentage of completion as well as the opinions ofstudents and alumni, and assessing these data against the expected
learning outcomes described in the diploma policy and using theresults for improvement (SEPGS Article 11, SEGS Article 14-3).

2-14

Students are admitted in an appropriate and fair manner based on
the selection criteria and procedures adopted and publicly
announced in advance and in accordance with admission policy. Law
schools offering different types of entrance examination options
provide clear descriptions of the positioning of each option and how
they relate to one another (SEPGS Article 20, Coordination Laws

- 8 -

Article 2).
2-15

Student intake and student body size are managed and maintainedat an appropriate level in accordance with the admission capacityand enrollment capacity, respectively (SEGS Article 10). Policies andsystems are in place to ensure the student body size does not far
exceed or fall below the enrollment capacity, and in the event thatit does, appropriate actions are taken to rectify the problem.

Ensuring
student diversity

2-16

Screening methods, schedules, and other matters pertaining to theadmissions process are designed to produce a student body with arange of experience (Coordination Laws Articles 2 and 10; SEPGS
Article 19).

Assessment andevaluationofapplicants’
aptitude
andskills2-17

Admission offers are extended to applicants determined to besuitably qualified based on an objective and effective assessment of
their aptitude and skills (SEPGS Article 20). Applicants without
previous legal study experience are evaluated in accordance with
the Guideline for Law Schools on Admission of Applicants without
Prior Legal Education.

2-18

The qualification of a “student with prior legal education” isassessed in a fair manner using appropriate assessment criteria andmethods that include an essay format examination. The assessment
criteria are announced in advance using appropriate means (SEPGS
Article 25).

2-19

Learning support programs catering to the needs of a diverse bodyof students, including working adults, exchange students, andstudents with disabilities, are provided.

2-20

The following resources and programs are provided to support
effective student learning.

Student support(1) Support staff such as academic advisors and teachingassistants who offer academic advice and support on pre- andafter-class studying and other matters.
(2) Extracurricular learning support that is in line with the purposeof the law school system and not excessively focused on bar
examination preparations.
2-21

Poor academic performance (e.g. failure to meet the requirements
to progress to the next level), absenteeism, and dropouts are- 9 -monitored, their causes investigated and analyzed, and appropriate
intervention provided.
2-22Spaces where students can study independently are provided tohelp enhance learning effectiveness.

2-23

The library is equipped with a sufficient and adequate level of books
and other resources that meet learning and education activity
needs, and operated with environmental conditions and hours ofservice suitable to support learning and education activities (SEGS
Article 21).

2-24

Sufficient and adequate facilities, including information
infrastructure, that meet learning and education activity needs areavailable and used effectively.

2-25

Effective programs are in place to provide career counseling andguidance and to track graduates’ career paths.

3. Faculty and Faculty Organization
Law schools should maintain a sufficient and adequate number of full-time faculty members tomeet their education and research needs in order to fulfill their mission as a law school and achieve
their established goals and objectives. Teaching staff qualifications should be determined withconsideration that law schools aim to train legal professionals possessed with specialist knowledgeof the law, knowledge and skills required for a future career in the legal field and the ability to applythat knowledge and skills, basic competence required in legal practice, the ability to argue basedon legal reasoning, analysis, and logic, as well as a well-rounded education, strong human values,
a high level of professional ethics, and the skills to put theory into practice.
A law school’s faculty organization should consist of teachers with superior research achievements
and practical experience as well as strong teaching skills, with a balanced mix of teachers whoteach theoretical concepts and those who focus on the practical side of legal education. Facultyorganizations should be capable of sustaining and improving the law school’s education andresearch activities. Moreover, diversity must be given consideration in teaching staff selection.
To ensure the quality of education and research activities is maintained into the future, law schools
must ensure that faculty members with superior research achievements and practical experience
are appropriately assigned. To that end, it is essential that recruitment, appointment, dismissal, andpromotion of teachers are conducted fairly in accordance with the prescribed procedures andmethods. Law schools should also facilitate professional development of its teaching staff andwork to promote mutual understanding and cooperation between faculty who teach theory-based
courses and teachers who teach practice-based courses. Since the responsibilities of the full-time
faculty include not only instructing courses but also management and other administrative duties,- 10 -

law schools should clearly assign their roles and responsibilities and evaluate teacher activities in
an appropriate manner.
Law schools should create and maintain optimal education and research conditions andenvironments for their full-time faculty to ensure quality teaching and research and promoteacademic creativity.
Basic Requirements
Of the basic requirements related to this category, the items necessary to indicate in the basic
requirement data must meet the requirements of applicable laws and regulations.
Perspectives of Evaluation
Criteria

Perspectives of Evaluation

Policy on
facultyorganization
structure

3-1

A policy on the faculty organization structure is in place to provide an
overall blueprint of the faculty organization required to implement thelaw school’s education and research activities.

Compositionof full-time
faculty3-2

The composition of the full-time faculty takes gender balance andother diversity considerations into account.

Recruitment,
appointment,
dismissal, andpromotion offaculty

3-3

Appropriate criteria and methods are established and implemented
for faculty recruitment, appointment, dismissal, and promotion.

Professional
developmentof teaching
staff

3-4

Systematic teacher training is provided, such as school-wide
professional development programs and training programs targeting
newly appointed teachers designed to improve teaching skills and tofoster a better understanding of the professional competencies
required of university teaching staff.

3-5Procedures are in place to properly evaluate the full-time faculty’s
education and research activities, organization management, andsocial engagement and contribution.

3-6

The law school provides appropriate teaching and research conditions(e.g. reasonable class schedules, guaranteed research time, andTeaching andresearch
conditions,- 11 -

work
environment,
and staffing

provision of research funding), work environment (e.g. provision oflaboratories), and staff support (e.g. TAs) (SEGS Article 22-3).

4. Law School Management and Improvement
Law schools should ensure proper management, pursue continuous improvement, and promote
education and research activities in a steady and progressive manner. As part of this process, it isimportant that law schools clearly define the roles and responsibilities associated with the planningand design of education in order to facilitate independent decision-making and implementation.
Law schools should also regularly and systematically perform self-study to promote constantimprovement of their education and research activities.
In order to identify the challenges and needs of society and help build a better world by deliveringvalue, law schools need to engage with outside communities and use that relationship to improvetheir own institutions. It is also crucial that law schools follow appropriate information disclosure
practices and fulfill accountability to promote a greater understanding of their education andresearch activities in society.
Basic Requirements
Of the basic requirements related to this category, the items necessary to indicate in the basic
requirement data must meet the requirements of applicable laws and regulations.
Perspectives of Evaluation
Criteria
Law school
management

Self-study andimprovement
activities

Perspectives of Evaluation
4-1

An organizational structure to effectively manage the law school isestablished and in operation.

4-2

The roles and responsibilities associated with the planning andimplementation of teaching and other activities are clearly defined.

4-3

Partnerships with undergraduate law departments seeking to put inplace Coordinated Introductory Law Programs are carried out inaccordance with an appropriate Jurist Training Coordination
Agreement (Coordination Laws Article 6).

4-4

Self-study is conducted in a systematic and ongoing manner inaccordance with a prescribed self-study procedure and under asystem where responsibility is clearly assigned. The self-study results
are being used for the improvement of teaching and research (SEA
Article 109 Paragraph 1, MOESEA Articles 158 and 166).

- 12 -

Community
engagement
andinformation
disclosure

4-5

Areas of improvement identified by a certified evaluation andaccreditation agency are being addressed.

4-6

Input from Collaboration Council for Educational Program is reflectedin the education programs to ensure that outside opinions are used
to inform and improve teaching and school management (SEPGS
Article 6-2).

4-7

Accountability is demonstrated by putting in place information
disclosure policies and systems and releasing information on the law
school’s management and activities, including self-study results andthe law school evaluation results (Coordination Laws Article 5, SEPGS
Article 20-7).

- 13 -