A Message from the AAfPE Board of Directors The past few months have been extremely challenging as our nation confronts the tragic consequences of racism and violence in the midst of a global health crisis. The recent protests around the world are a vital reminder of our role in promoting justice and equality as the Leaders in Paralegal and Legal Education. As legal educators, we have this unique opportunity to create and continue real dialogue around the issues of racial injustice and examine how policies and practices within our communities as well as our justice system impact our nation and the world. No matter where you stand on these issues, the AAfPE Board of Directors recognizes that we are all impacted by racial injustice and other social inequalities that persist in our society. The reaffirmation of our shared values is more important now than ever before. As such, we encourage you to read AAfPE’s Policy Statement on Diversity and Inclusion below. We hope that you will continue to engage with us as our organization carries on the work of creating timely and relevant programming and making decisions based upon the principles of equity, diversity, and inclusion. AAfPE's HistoryEstablished in 1981, AAfPE’s roots go back to the mid 1970s when the American Bar Association sponsored the first conferences for paralegal educators. While much has been accomplished in the field of paralegal education from this beginning, there is still much more to be done to fully develop the potential for both the paralegal field and education for the profession. Position Statements | Strategic Plan Mission StatementRecognizing the need to increase and improve access to the legal system, the AAfPE promotes quality paralegal education, develops educational standards and encourages professional growth, in order to prepare graduates to perform a significant role in the delivery of legal services. - June 9, 2001 The goals that AAfPE strives to accomplish:
These goals are consistently met through the action of AAfPE's members and the organization’s Board of Directors. Establishing standards by which to measure paralegal education has been one of the central focus points of AAfPE. The Association recognizes the diverse nature of paralegal education and has developed a set of core competencies to complement this diversity. AAfPE also recognizes that a common core of legal knowledge must be coupled with critical thinking, as well as organizational, communication, and interpersonal skills in order for one to be a successful paralegal. Further, paralegal programs should provide an integrated set of core courses that develop these competencies. The development of Model Syllabi in courses typically taught in paralegal programs is an on-going project as well as the creation of Model Employer and Graduate Surveys. Through AAfPE's continued emphasis on high standards, rather than standardization, to shape paralegal education, excellent programs are available throughout the country that offer the diversity necessary to meet the specific needs of the legal community serviced by each program. AAfPE has an impressive history. More important than what it has done, however, is what it is doing currently in this rapidly changing paralegal profession. AAfPE membership includes some of the most respected educators and leaders in the field of paralegal education. As such, AAfPE is the recognized source for standards in paralegal education and the continuing development of quality teaching.
AAfPE Strategic PlanRatified in April 2023, this report represents the review, discussion, and compilation of strategic goals and objectives for the 2023 Strategic Plan (SP) for AAfPE conducted in October 2022 by Dave Wenhold, CAE, PLC of the Kautter Wenhold Management Group (KWMG). The strategic plan resulted from the AAfPE Board of Directors’ review of short-term goals and objectives and association-specific strategic planning articles as well as identifying activities that remain relevant for the upcoming one to two years. Additionally, new strategic priorities were identified through information gathered during the in-person planning session in Orlando:
The 2023 strategic plan is meant to be a living and dynamic document that serves as a guide for the organization and volunteer leaders in providing targeted benefits for the membership of the organization. The plan’s actionable items better position AAfPE to continue to provide superior membership value through enhanced member communications, education, and organizational efficiencies. Position StatementsAAfPE Statement on the Sunsetting of Washington LLLT ProgramDownload a printable version (PDF) The American Association for Paralegal and Legal Education (AAfPE), the nation’s largest and oldest organization dedicated to paralegal and legal studies education, opposes the sunsetting of the LLLT program in Washington state . The LLLT program addressed the gap in access to justice, a great and growing problem in the US. Further, the program by design had excessive barriers to entry that a team of experts in paralegal and legal studies educators can fix. Finally, the state used inappropriate means to measure the program’s success. The gap in access to justice is a universally recognized crisis:
The US Department of Justice’s Office for Access to Justice has recommended “new statutory, policy, and practice changes that support development of quality indigent defense and civil legal aid delivery systems at the state and federal level; less lawyer-intensive and court-intensive solutions to legal problems; and expand[ing] research on innovative strategies to close the gap between the need for, and the availability of, quality legal assistance.” [2] The current global crisis magnifies the need for access to justice. Since the Washington bar announced they would sunset the LLLT programs, at least 1.5 million Washingtonians have filed for unemployment due to the pandemic. Washington state allocated $3-million to legal aid to help with the crisis.[3] This kind of financial support for the LLLT program could provide a long term solution rather than a stopgap fix. Throughout the world paralegals and other nonlawyers independently administer legal services with much success. The LLLT program and others like it can build upon these models. For these programs to be successful, however, states must design and administer them right. Including AAfPE members in the teams that design and administer these programs would bring expertise and experience to the process. AAfPE educators have been designing and administering high quality legal education that buttresses our legal system and increases access to justice at every level for over 40 years. The rigorous legal education AAfPE institutions provide ensures that legal service providers have the knowledge, skills, and abilities to serve their constituents. In concert with state bars, paralegal educators can create roadmaps rather than roadblocks to developing qualified practitioners. In its decision to sunset the program, the Washington high court cited the costs of the program. Yet, Washington state developed the LLLT program in 2012 to provide access to justice for its citizens – many of whom couldn’t afford even the most basic legal services – and to protect them from unscrupulous unlicensed providers who would take advantage of them. Cost should not be the primary measure of efficacy, then. The most effective way to assess the cost of a program like this is by money saved and justice served, not by money spent. Programs that aim to increase access to justice may cost money, but the lack of justice costs more. The ABA notes:
In New York state, every dollar spent on civil legal aid creates $10 in benefits for the recipients of the assistance, their communities, and the state combined. Likewise, North Carolina aid providers found that each dollar the state spends on legal aid yields $10 in economic benefits. Montana and Pennsylvania have each seen a return on investment of $11 per dollar spent on legal aid.[4] The challenge of bridging the access to justice gap is great. The dangers of failing to face this challenge, however, are greater. AAfPE is here to provide expertise in designing educational programs for nonlawyers who can rise to the challenge. AAfPE’s goal is to teach paralegals and other legal professionals to serve the cause of justice. We look forward to working toward that goal together. [1] "Justice Gap Report | LSC - Legal Services Corporation ...." https://www.lsc.gov/media-center/publications/2017-justice-gap-report. Accessed 25 Jun. 2020. [2] "About the Office - Department of Justice." 24 Oct. 2018, https://www.justice.gov/archives/atj/about-office. Accessed 25 Jun. 2020. [3] "Legal aid is key to fixing pandemic-damaged lives in ...." 14 Jun. 2020, https://www.thenewstribune.com/opinion/op-ed/article243476086.html. Accessed 25 Jun. 2020. [4] "Making Justice Equal - Center for American Progress." 8 Dec. 2016, https://www.americanprogress.org/issues/criminal-justice/reports/2016/12/08/294479/making-justice-equal/. Accessed 22 Jun. 2020. AAfPE Comment to the ABA Task Force on the Future of Legal EducationDownload a printable version (PDF) As directed by the membership during the 2013 Annual Business Meeting, the board drafted, approved, and disseminated a comment reflecting AAfPE's position on the education and training of paralegals as non-lawyer legal service providers and limited licensed legal technicians. AAfPE Core Competencies for Paralegal ProgramsDownload a printable version (PDF) In order to be a successful paralegal, an individual should possess not only a common core of legal knowledge, but also must have acquired vital critical thinking, organizational, research, writing, oral communication, and interpersonal skills. All paralegal education programs, regardless of the specialty areas they choose to emphasize, should provide an integrated set of core courses that develop the following competencies. AAfPE Statement on Diversity and InclusionDownload a printable version (PDF) AAfPE respects and values the unique attributes, characteristics and perspectives of all persons. We believe that our strength lies in the diversity among our talented members. We consider diversity and inclusion essential to our ability to effectively accomplish our mission. Therefore, it is our aim that our members, partners, and key stakeholders reflect and embrace these core values. Diversity embodies all those differences that make people unique and includes people of different race, ethnicities, culture, sexual orientation, gender, religion, age, personal style, appearance, and physical ability, as well as people of diverse opinions, perspectives, lifestyles, ideas, and thinking. Inclusion fosters full participation and helps our organization leverage the diversity of our members, engaging them and encouraging collaboration. AAfPE promotes the open exchange of ideas and an organization that is free of cultural barriers. AAfPE recognizes that organizations work best when people with different backgrounds and viewpoints are willing to work together toward a common goal. Therefore, AAfPE is committed to providing an environment of fairness and equitable treatment of everyone, regardless of gender, race, religion, creed, age, sexual orientation, national origin, disability, or class. AAfPE will strive to effectively serve its members from all backgrounds, to encourage the professional growth of all members, and to embrace the diversity of our membership. To that end, AAfPE will continue to identify, and look for ways to reduce or eliminate, barriers to under-represented groups and will continue to look for ways to expand access to leadership opportunities within the organization in an effort to further strengthen our diversity. AAfPE, by and through its Officers, Directors, and Committee leaders, will encourage full and equal participation by qualified members of under-represented groups at all levels of the organization. AAfPE Statement on Academic QualityDownload a printable version (PDF) AAfPE, established in 1981, is an organization dedicated to promoting high standards for paralegal education. Educational institutions that are voting members of AAfPE have adopted this Statement of Academic Quality. Preamble Paralegal education is a unique academic curriculum, composed of both substantive legal knowledge and professional skills that incorporates legal theory with an understanding of practical applications. This intellectually demanding course of study is derived from the responsibilities of paralegals as legal professionals. It is the philosophy of this organization that a person is qualified as a paralegal with (1) an associate or baccalaureate degree or equivalent course work; and (2) a credential in paralegal education completed in any of the following types of educational programs: associate degree, baccalaureate degree (major, minor or concentration), certificate, or master’s degree. AAfPE recognizes these essential components of quality paralegal education programs: Marketing and Promotion Paralegal Instruction Program Director Quality paralegal education programs provide adequate release time, funding for professional development opportunities, and administrative support for the program director to develop, monitor, and accomplish the goals and objectives of the program, as well as assess the program’s effectiveness in achieving these goals and objectives. The director is primarily responsible for the paralegal program. A program director is a legal professional or other similarly-qualified person appropriately credentialed and in good standing in his or her profession, with knowledge, involvement and understanding of the paralegal profession and paralegal education. AAfPE Policy Statement Regarding Short-term ProgramsDownload a printable version (PDF) AAfPE's membership includes hundreds of universities, colleges, and other institutions of higher learning throughout the United States and in Canada. Since 1981, AAfPE's member schools have trained thousands of paralegal students each year to help increase, improve, and support access to the legal system in their communities. AAfPE Educational Standards for Paralegal Regulation ProposalsDownload a printable version (PDF) AAfPE's membership includes hundreds of universities, colleges, and other institutions of higher learning throughout the United States and in Canada. Since 1981, AAfPE's member schools have trained thousands of paralegal students each year to help increase, improve, and support access to the legal system in their communities. AAfPE acts as the national resource for paralegal education and has set minimum recommended educational standards for paralegal education programs to become institutional members. AAfPE believes that the paralegal profession requires training of sufficient length, sophistication, intensity, and quality to produce a functional entry-level paralegal. Certain educational components should be required in any paralegal regulatory plan. AAfPE recommends that state legislatures, courts, and/or bar associations considering paralegal regulation should adopt or include the AAfPE educational minimum standards described below: Formal Paralegal EducationIt is the position of AAfPE that some form of formal paralegal education should be present as a meaningful requirement in any paralegal regulation plan. This formal paralegal education should be offered through a program specifically designed to provide paralegal education. Minimum Length of StudyA person is qualified as a paralegal with (1) an associate or baccalaureate degree or equivalent course work and (2) a credential in paralegal education from a paralegal program associated with an educational institution accredited by a nationally recognized agency completed in any of the following types of educational programs: associate degree, baccalaureate degree (major or minor), certificate, or master’s degree. A paralegal’s education shall include, either as separate courses or within the overall course of study, coursework in substantive and procedural law, the American legal system, law offices and related environments, the paralegal profession, legal research and writing, ethics, and areas of legal practice such as those described in AAfPE’s Core Competencies for Paralegal Programs. The paralegal’s credential shall include no fewer than 18 semester credit hours of substantive paralegal classes and shall be from a paralegal education program that, at the time the paralegal credential is granted, is:
Other Educational Institution RequirementsThe educational institution should be accredited by a nationally-recognized accrediting agency. Additionally, the institution should meet the educational standards described in the AAfPE Statement of Academic Quality. Minimum Educational Requirements Are Essential in Any Paralegal Regulation Plan Paralegal education is a unique academic curriculum, composed of both substantive legal knowledge and professional skills, which incorporates legal theory with practical application. Any proposal for regulation of paralegals should contain provisions incorporating the level of paralegal education necessary to enable graduates to meet the responsibilities of paralegals as legal professionals. In recent years there has been a proliferation of short-term entry-level paralegal training programs of very limited duration, some with as few as 125 clock hours (which is less than nine semester credit hours). These programs do a fundamental disservice to the legal profession by creating unrealistic expectations in both employers and students that a quality paralegal education has been delivered, when such is not the case. State regulatory bodies are urged to adopt the educational minimums defined in this document as a requisite element of any paralegal regulation plan. For further information on the American Association for Paralegal Education, please contact [email protected], or call our national headquarters at (407) 774-7880 . The AAfPE Board of Directors adopted this Position Statement on February 24, 2001, at San Antonio, Texas |