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Hawaii State Judiciary
Administration and Governance
Management

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13TH SOUTH PACIFIC JUDICIAL CONFERENCE
JUNE 1999 JUDICIAL EDUCATION
As an Agent of Leadership and Change
Some Lessons from Common and Civil Law Experience
Good judges can be made,
but they make themselves through learning.
rather than being taught. "
Livingston Armytage LLM Hons
annytagl@ozemail.com.au

University of Hawaii School of Law Library - Jon Van Dyke Archives Collection
13th South Pacific Judicial Conference
Apia, Samoa
June 28 - July 2, 1999

For their 13th get-together, delegates to the South Pacific Judicial Conference convened
in Apia, Samoa, where the whole thing started 27 years earlier, in 1972. Many more
topics were on the agenda this time, and there were many more participants. But again,
participants returned to some key issues that had come up before.

Judicial education was the focus of several of the presentations and discussions, as the
Pacific Judicial Education Program (P JEP) was getting underway. PJEP, a five year
program, funded primarily by Australia, that had been approved two years earlier at the
Judicial Conference in Sydney. The judges present listened as Mr. Livingston Armytage,
Australian consultant in judicial and legal development, discussed effective judicial
training, and made a few generalizations about them as learners.

Judges, he said, are educated professionals and as learners, they are self-directed. They
have an intensely short-term problem orientation, and tend to have highly focused
problems. They know what they need to learn, and want it to be immediately useful. The
more sharply the potential learner has managed to defme the problem, the less
satisfactory traditional classes will be. Judges, he continued, pursue competence for its
own sake rather than for promotion or material gain. "Good judges," he said, "can be
made, but they make themselves through learning, rather than through being taught."

The credibility of any education process for judges, therefore, depends on the ability of
the education provider to preserve judicial independence from any risk of seeming like
indoctrination, whether actual or apparent Effective training should promote the
development of the distinctive skills of judging, and reflection on attitudes relating to fair
trials and equality before the law (the "how'') as well as substantive law and procedure
(the "what").

The needs for judicial training throughout the Pacific region are profound, widespread, 
and diverse, declared Mr. Armytage. The judiciary needs to be strengthened in
exercising its role as guardian of the principles of good governance, accountability and
transparency. The court's role is to protect the citizen from political oppression,
commercial exploitation and the abuse of fundamental human rights, including violence
against women. Ultimately, strengthening the rule of law, he continued, promotes
economic development by protecting fmancial investment and trade.

Futhermore, he said, "There are no shortcuts to addressing the fundamental deficits in
the professional competence of lay justices, magistrates, court officers, and para-legals."
He listed the three primary areas where legal education and professional training for lay
magistrates and judges is needed:

• Legal knowledge and concepts (law, evidence, jurisdictions, legal literacy , customary
law, etc)
• Judicial outlook, attitude, and values (role, powers, responsibilities, independence,
impartiality, integrity, review, conduct and ethics
• Judicial skills (how to conduct a hearing trial, control of the courtroom, note-taking, legal
research, statutory interpretation, judgment writing, communication skills, time
management, and case management.

Education for court officers and para-legals should include:
• Legal knowledge and concepts (legal literacy , court system and method, court procedures
• Legal interpretation
• Judicial administration skills (case management, administering courts and filings,
fixtures, hearing lists and queuing, record management, registry management and  practice, and teamwork
• Generic management and administrative skills (written and oral communication, client
service, and office management).

Judicial officers themselves, most of whom have a law degree (although the extent of
professional training and experience varies throughout the region), need continuing
education in case management, team leadership, coaching and mentoring, judicial
infonnation technology and computer skills, judicial information systems, human rights
and gender equity. managing complex litigation and commercial disputes, evidentiary
issues, major fraud, and customary law.

Expatriate judicial officers also need local induction training on law, custom, and culture,
as well as coaching and mentoring. Good lawyers, he noted, don't necessarily become 
good judges. Going from adversary to adjudicator means changing ones attitude,
learning and using new skills, and sometimes severing old ties.

In addition, he added, there are generic needs of the judicial service, including education
in operation and use of judicial information systems, computer training in wordprocessing and electronic legal research methods, and training in court recording.

The need is there, he said. He enumerated what he considered the guiding principles that
would make a judicial training program for the Pacific effective:
• Judicial ownership - a good program must be judge-led and court-owned.
• Bench-specific, with a national focus and decentralized delivery - it should be designed
to meet specific local needs, although some training should be conducted on a regional
basis to provide opportunities to network and share experiences.
• Capacity building - the goal should be to build regional commitment and capacity to
deliver sustainable judicial training, rather than create a system which is donor driven or
dependent on outside expertise.
• Sustaining incremental medium-tenn change - in order to consolidate a sustainable
foundation of judicial expertise, the focus of a good program should be medium-term
incremental development, avoiding "quick fixes"
• Resource utilization and coordination - the program should use existing resources
within the region when available
• Bottom-up priority - the program should aim first to develop the basic legal knowledge,
practical judicial skills, and judicial outlook
• Consolidate judicial identity - the program should address specific and local needs of
judges, magistrates, and court administrators.

Arroytage submitted a proposal for a detailed work plan for short-term activities for each
year from 1999-2004. He also had a list of specific recommendations for the South
Pacific Judicial Commission:
• Assume ongoing responsibility for overseeing the development of regional judicial
training program
• Constitute a council of judicial education to make policy, set priorities, and oversee
management of the program of judicial tr Appoint a chief judicial officer to chair the
Council of Judicial Education
• Establish an Executive Committee of the Council of Judicial Education to oversee the
day-to-day operation of the secretariat
• Convene the Council of Judicial Education annually, and Executive Committee at least
quarterly
• Establish and staff a Pacific judicial training secretariat, and incorporate it as an NGO
(non-governmental organization)
• Enter into a memorandum of understanding - or affiliation agreement - with Institute of
Justice and Applied Legal Studies, of the University of the South Pacific
• Invite the University of the South Pacific to develop curricula and courseware
• Adopt the Guiding Principles (above)
• Advocate to appointing authorities throughout the region the establishment of a minimum
standard for eligibility to judicial office

And finally, he had a very important and specific recommendation for each of the chief
judicial officers of the Pacific Island nations: lobby each government for endorsement of
the need to allocate 1.5% of each national law and justice budget for judicial training.
The need for legal protection of cultural artistic works and folklore was the topic for The
Honorable John von Doussa, Justice of the Federal Court of Australia and the Court of
Appeal for Vanuatu. He talked of the need for intellectual property rights in preserving
to indigenous people the communal powers of control and exclusive use of the cultural
knowledge, material and resources which their laws and customs recognize. He warned
that increasingly, the cultural heritage of indigenous people is being commercially
exploited by others without adequate recognition or compensation. In his talk, he traced
how claims by Aboriginal people under the Australian legal system have fared. A similar
note was struck by Professor Margret Wilson, Acting Dean of the School of Law at the
University of Waikato, in New Zealand, who delivered an address entitled "Cultural
Rights - An Issue for Consideration by the Courts."

Other topics at this 13 th Conference included: a presentation by the Honorable Justice
Bryan Beaumont, of the Federal Court of Australia, entitled "The Self-Administered
Court," in which he traced the development of the Federal Court of Australia from its
origin to the self-administered, autonomous court it has been since 1990; "The Judge as
Lawmaker - a Samoan Perspective" from the Honorable Tiava' asu' e Falefatu Maka
Sapolu, Chief Justice of Samoa; "Illegal Fishing and Enforcement of Fishery
University of Hawaii School of Law Library - Jon Van Dyke Archives Collection
Legislations, The Guam Experience," from the Honorable John S. Unpingco, District
Court of Guam.

There was also a session on sentencing principles in criminal cases, and another on proof
in criminal cases, and as at most other conferences, there was a panel discussion on
judicial independence and impartiality.

The group would not meet again until late September of 2001, just weeks after the events
of September 11 th, and the emergence of a new terrorism onto the world stage, would
present new questions to the role of the judiciary in establishing and sustaining the rule of
law.

Notes:

13TH SOUTH PACIFIC JUDICIAL CONFERENCE 2001