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Title: A1262151909naXzj


1

2
I. The Project
  1. PROJECT OUTLINE
  2. PROJECT DESIGNED FROM A EUROPEAN PERSPECTIVE
  3. INSTITUTIONAL FRAMEWORK
  4. SUPPORT FROM THE EUROPEAN UNION

3
1. Project Outline
The Judicial School of the Spanish General
Council of the Judiciary is a member of the
European Judicial Training Network (EJTN). With
financial support from the European Commission,
it offers an e-learning course for European
judges on Judicial Cooperation in Civil Matters.
The course is delivered in four languages
(Spanish, English, French and German) by teachers
(judges and university lecturers) from six EU
countries. In its five editions, over 300 judges
from 16 EU countries have taken part.
4
2. Project designed from a European perspective
  • The course has been designed as an international
    and European project
  • 1.- in terms of the course contents (the European
    Judicial Area in civil and commercial matters)
  • 2.- in academic design, the target recipients and
    its implementation in four EU languages Spanish,
    English, French and German.

5
3. Institutional Framework
3. Institutional Framework (1)
  • Although the project has been the initiative of
    the Spanish General Council of the Judiciary,
    other European institutions have also
    collaborated.
  • It is delivered within the framework of the EJTN
    (European Judicial Training Network)

6
3. Institutional Framework (2)
  • Other institutions taking part in the project in
    addition to the Judicial School of the General
    Council of the Judiciary are the Centre for Legal
    Studies, a Spanish entity, and also from the
    initial stage
  • High Council of Justice (Belgium)
  • Centro de Estudos Judiciários (Portugal)
  • Bundesministerium der Justiz (Germany)
  • Consiglio Superiore della Magistratura (Italy)
  • Justicni Akademie (Czech Republic)
  • Bulgaria, France, Hungary, Rumania and
    Slovenia have joined at a later stage,
    collaborating mostly by raising awareness of the
    activity among the members of the judicial system
    in their countries and encouraging judges to take
    part in the course -a task that is not involved
    in the initial design of the activity but is
    undoubtedly key for the proper operation of the
    course.

7
3. Institutional Framework
4. SUPPORT FROM THE EUROPEAN UNION
  • Making the project a reality has been possible
    thanks to the support of the European Union,
    through the establishment of grant agreements
    with the European Commission to provide the
    necessary funding.
  • Making the project a reality has been possible
    thanks to the support of the European Union,
    through the establishment of grant agreements to
    provide the necessary funding.

8
4. Support from the European Union (2)
  • The project has benefitted from the following
    four grant agreements, corresponding to the
    editions of the years 2005, 2006, 2007 (two
    editions) and 2008. The first edition was
    delivered as a pilot course for Spanish judges.
  • The agreements are the following
  • JAI / 2004 / FPC / 011
  • JLS / 2005 / FPC / 013
  • JLS / 2006 / FPC / 004
  • JLS / CJ / 2007 1/13

9
II. The Course Curriculum
  1. PURPOSE OF THE COURSE
  2. AIMS
  3. CONTENTS
  4. TEACHERS
  5. RECIPIENTS
  6. LEARNING RESOURCES
  7. CERTIFICATION
  8. TRANSLATION

10
1. Purpose of the course
  • The purpose of the course is to study, from a
    judicial point of view, the European Judicial
    Area in civil and commercial matters as a key
    part of the First Pillar it not only affects the
    creation of an area of freedom, security and
    justice, but also the free movement of people.

11
2. Aims
  • The aim of this training activity is to create a
    shared area of learning and communication for
    judges from all EU member states, with a view to
    gaining a deeper knowledge of the European
    Judicial Area in civil and commercial matters.
  • The course aims to become an instrument where the
    judges taking part may learn about key new
    developments in legislation, analysing their
    content and the most significant problems in
    their application. For this purpose, the
    participants are given an overview of the
    European standardization process of international
    private law, and of the instruments currently
    being created to improve judicial cooperation
    between the courts of the EU member states.

12
3. Institutional Framework
3. Contents (1)
  • Course contents have a dual aim
  • To offer a general overview of the European
    Judicial Area, with details on its historical
    background, evolution and prospects for the
    future
  • To study the EU regulatory instruments in this
    field
  • Structure
  • 16 units grouped into 5 modules
  • Supplemented with lectures in an audiovisual
    format ("TV Justicia")
  • Future prospects of the European Judicial Area,
  • The future of international private law.
  • EU Regulation 1346/2000 on procedures for
    insolvency
  • Support material
  • A virtual tour of the European Judicial Area,
    with links to key documents available on the
    internet
  • Online newsletter

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3. Contents (2)
  • MODULE 1
  • General overview of the European Judicial Area
  • Historical background and development
  • Instruments for improving judicial assistance in
    this field
  • The communitisation of international private law
  • The free circulation of judgments and the
    principle of mutual recognition

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3. Contents (3)
  • MODULE 2
  • International jurisdiction and applicable law
  • Brussels I Regulation 44/2001 on jurisdiction and
    the recognition and enforcement of judgments in
    civil and commercial matters
  • Regulations on the law applicable to
    non-contractual (Rome II) and contractual
    obligations (Rome I)

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3. Contents (4)
  • MODULE 3
  • Judgments in family matters
  • Regulation 2201/2003
  • International jurisdiction and recognition of
    judgments concerning divorce, separation and
    marriage annulment
  • Protection of children
  • Judgments concerning visiting rights and child
    abduction
  • Cautionary measures in the different instruments
    on the recognition and enforcement of judgments.
    In the next edition, the following will be
    modified the recently passed Regulation 4/09 on
    jurisdiction, applicable law, recognition and
    enforcement of decisions and cooperation in
    matters relating to maintenance obligations.

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3. Contents (5)
  • MODULE 4
  • New procedures regulated by European legislation
  • European enforcement order for uncontested claims
    (Regulation 805/04)
  • European order for payment procedure (Regulation
    1896/06)
  • European small claims procedure (Regulation
    861/07)

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3. Contents (6)
  • MODULE 5
  • EU legislation improving the handling of
    proceedings involving a third EU member state
    ("European procedural law")
  • Service of judicial and extra-judicial documents
    (Regulation 1393/07)
  • Judicial cooperation in the taking of evidence
    (Regulation 1206/01)
  • Access to justice (Directive 2002/8 on legal
    aid) mediation is also examined

18
Teachers include nationals of six EU member
states Spain, France, United Kingdom, Germany,
Italy and Portugal
4. Academic staff (1)
  • The academic staff has been divided into four
    categories
  • The Project Coordinator
  • Two Academic Co-directors
  • The authors of the unit materials (16 authors)
  • The tutors (5 tutors, each one responsible for
    one module)
  • All teachers are judges or university lecturers.

19

4. Academic staff (2)
  • Main roles of the different categories within
    the academic staff
  • The Project Coordinator
  • Designs the course and lays down the guidelines
    for the project. Maintains the institutional
    contacts necessary for the functioning of the
    course and proposes the teachers. Implements any
    adjustments needed on the basis of the evaluation
    of the course implementation, etc.
  • The Academic Co-directors
  • They are responsible for the academic curriculum
    and its implementation. They lay down the
    guidelines to be followed by the tutors, suggest
    ways for improving the project to the
    Coordinator, etc.

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4. Academic staff (3)
  • The authors of the unit materials
  • They write the contents of the units, adapting
    them to the intended recipients. They also
    prepare self-evaluation questionnaires.
  • The tutors
  • They play a key role in the course. They act as
    facilitators for the participants. They enable
    fluent communication and interaction in the
    course, assist the participants clarifying any
    queries, prepare materials that facilitate
    learning, and assess the participants'
    performance.

21
5. The recipients
  • More than 300 European judges and public
    prosecutors have taken part since the first
    edition in 2004. 223 succeeded in obtaining the
    course certificate. Countries with significant
    representation among the participants are Spain,
    Germany, Italy and Portugal. Some judges whose
    native language was offered in the course, have
    preferred to work in a different language in
    order to improve their skills.

22
6. Learning resources (1)
The course offers a total of 121 resources and
web links. A number of different formats and
computer tools have been used (pdf, video, mp3,
flash animations, self-evaluation tests,
videoconference, etc.) in order to select the
ones that are best suited (content transmission,
communication, debate, evaluation, etc.)
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6. Learning resources (2)
  • Learning resources
  • Guide to learning (course presentation and
    instructions) in pdf format
  • 16 Units in pdf format
  • 16 self-evaluation questionnaires (one for each
    unit) in java application format
  • An Online Library containing a comprehensive
    collection of internet links in relation to the
    subject matter of the course (virtual tour)
  • 3 videoconferences, each one lasting 20 minutes,
    on the supplementary topics. These are downloaded
    from the course platform using streaming
    technology. The audio is also available in mp3
    format
  • 5 diagrams in flash animation format (one for
    each module)
  • 5 practical courses (one for each module)
  • And in addition, the virtual course tools
    debate forums, personal sites, chat rooms,
    platform email, etc.

24
7. Certification
  • The certificates issued to the participants are
    divided into three categories
  • Certificate of achievement requires positive
    evaluation by the tutors of all five practical
    cases. A total of 75 hours are certified
    according to the European ECTS scheme (European
    Credits Transfer System), being equivalent to 3
    credits.
  • Certificate of participation requires completing
    at least three practical cases. Hours of study/
    credits are not certified.
  • Certificate of attendance for judges who take
    part in the on-site session. This is not a
    necessary condition for purposes of obtaining the
    certificate of achievement. 10 contact hours are
    certified.

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8. Translation
  • Substantial administration efforts and funding
    are necessary to offer the course in four EU
    languages (Spanish, English, French and German).
  • Translation of all materials is guaranteed into
    all four languages. The translation is performed
    in two stages first, a specialised company
    translates the texts, then, they are revised by
    legal professionals in order to ensure their
    suitability.
  • All written communications between the teachers
    and students are also translated. Participating
    judges are guaranteed the possibility to use
    their language of choice at all times during the
    course.
  • On-site sessions also rely on simultaneous
    interpreting into all working languages.

26
III. Teaching methodology
  • KEY ASPECTS OF THE COURSE TEACHING METHODOLOGY
  • THE BLENDED LEARNING APPROACH
  • UP-TO-DATE CONTENTS
  • TUTORING

27
The voluntary on-site session at the end of the
course enables the participants to complete their
learning of the contents covered, take part in
debates, exchange views and experiences and meet
judges from different EU countries.
1. THE BLENDED LEARNING APPROACH (1)
28

1. THE BLENDED LEARNING APPROACH
(2)
  • Once the e-learning phase of the course has
    concluded, the participants who have successfully
    completed it are invited to a final on-site
    session at the Judicial School in Barcelona. The
    purpose of this session is to arrive at
    conclusions on the course debates and the course
    evaluation. In addition, lectures are given by
    experts on European Judicial Cooperation.
  • These meetings in Barcelona are an opportunity
    for direct contact between the participating
    judges, who come from across Europe, the course
    teachers and the managers of the Spanish Judicial
    School.

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2. UP-TO-DATE CONTENTS (1)
  • The quality of the contents, their constant
    updating and their design taking into account the
    characteristics of the target recipients, are the
    fundamental criteria applied to their
    preparation.
  • To select the authors of the unit contents, the
    aspects taken into account were their scientific
    competence and including authors of different
    European nationalities.

30
2. UP-TO-DATE CONTENTS (2)
  • Special attention has been given in the design of
    the course to update the contents on a continual
    basis, taking on board new developments in
    legislation and recent case law.
  • To give an example of how contents are updated in
    each edition, 3 units have been re-written
    entirely in the 2008/9 edition, with a further 6
    being amended in depth.
  • The translated versions of the texts into the
    working languages are revised by legal
    professionals in order to guarantee their
    linguistic quality and the use of adequate
    terminology.
  • Each unit has a self-evaluation questionnaire
    prepared by the author of the unit content, which
    allows participants to evaluate their learning of
    the fundamental concepts covered.

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3. TUTORING
  • Tutors play a key role in the course
    methodology.
  • Each module has one tutor, with the
    following responsibilities
  • Introducing the subject matter of the module,
    structuring the contents in the introductory
    document and flash animation diagrams.
  • Moderating the debate forum. Each module has its
    own forum, where a topic is debated. The tutor
    offers a synthesis of the debate upon its
    conclusion.
  • Facilitating learning of the module contents,
    answering any queries.
  • Evaluating the practical cases, and establishing
    direct communication with the participants in
    connection with their work.

Example of the diagram prepared by the tutor for
module 4 (click to see the diagram)
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IV Evaluation and Implementation
  1. Aspects to be evaluated and tools used
  2. Some figures concerning evaluation
  3. Some figures concerning course implementation
  4. Aspects to be improved in course design and
    implementation

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1 Aspects to be evaluated and tools used
  • The project is evaluated continually throughout
    the duration of the course, with the aim of
    making any necessary adjustments while the
    activity is ongoing, as far as possible.
  • The following tools are used
  • Learning evaluation, i.e. an assessment of how
    well the participants have learnt the course
    contents. Practical cases are used, as they are
    the best method for checking advanced learning.
  • Evaluation of the project A debate open to the
    participation of all attendants is held in the
    on-site session, with the aim of discussing the
    aspects of the course that need improvement.
  • Evaluation of participants' satisfaction This is
    evaluated through questionnaires. An online
    version is provided for the distance-learning
    part, and the on-site session is evaluated at the
    end of the activity. Both questionnaires are
    anonymous.
  • Participants may contact the course
    administrators at any time during the activity to
    put forward any suggestions they may have.

34
2. Some figures concerning evaluation
  • E-learning phase
  • Participants in the distance-learning
    course are generally satisfied. The average
    rating for the 2008/2009 edition for the course
    was 8.526 out of 10
  • Final on-site session
  • The average rating for all the items included in
    the questionnaire completed on conclusion of the
    final on-site session held in Barcelona on 1 and
    2 April 2009 was 4.37 out of 5
  • Participants who are awarded the course
    certificate
  • The percentage of participants who were awarded
    the course certificate in the 2008/2009 edition
    was 47.5. It should be pointed out that the
    course requires an important, continued effort
    over four months, and that the participants
    usually have a substantial workload of their own.

35
3. Some figures concerning course implementation
  • The e-learning platform is hosted at the server
    of the Spanish National Distance-learning
    University (UNED), which is the higher education
    centre with the largest number of students in
    Spain (142,172 students in undergraduate and
    postgraduate courses in the academic year
    2007/2008 - Source National Statistics
    Institute). The GCJ has a collaboration agreement
    in place with the UNED for online courses. The
    UNED guarantees the maintenance and stability of
    the course platform.
  • The course offers a total of 121 online
    resources. During the 2008/2009 edition they
    received a total of 26,798 visits.
  • The platform also allows permanent contact with
    the course administrators for the purposes of
    requesting assistance or forwarding any queries.
    By way of example, the course administrators'
    email address received a total of 96 messages
    concerning administrative matters, and 856
    messages were sent by the administrators
    (announcements, replies to queries, etc.)

36
4. Aspects to be improved in course design and
implementation
  • The course managers are committed to
    evaluating and putting into practice measures for
    improving the course, including the following
  • Stepping up the use of debate forums on the
    course subject matters, as an instrument that
    enables the active participation of the student
    judges
  • Enabling the use of instruments for synchronous
    communication, such as web-based videoconference,
    offering the possibility to communicate in real
    time with the course tutors
  • Introducing the possibility to take part in
    activities that favour collaborative learning,
    such as activities carried out in small groups,
    which reinforce communication between the
    participating judges
  • Creating a stable Online Learning Community that
    allows former participants in the course to meet
    and communicate

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V Newsletter
  • Three issues have already been released of the
    newsletter, a publication aimed at and open to
    all who have taken part in the course over the
    last few years, and providing a contact point for
    professionals working in civil cooperation,
    judges and public prosecutors.
  • Published in Spanish and English, an
    electronic version of the newsletter is delivered
    to all Spanish judges and prosecutors, all alumni
    of the different editions of the course, and all
    those interested in the European Judicial Area in
    civil and criminal matters.
  • The sections included in the newsletter are new
    developments in legislation, articles on the
    European Judicial Area, interviews with prominent
    jurists, news, etc.

38
  • In conclusion The course on The European
    Judicial Area in civil and commercial matters has
    proved that new information and communication
    technologies can be used in the ongoing training
    of European judges and public prosecutors.
  • This format facilitates the reconciliation of
    family life and professional duties, and enables
    judges and public prosecutors from across Europe
    to interact.

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ANNEX ACADEMIC AND COLLABORATING STAFF PROJECT
SENIOR MANAGERS Head Project Coordinator Félix
V. Azón Vilas. Justice. Member of the General
Council of the Judiciary Academic
co-directors Joaquín Delgado Martín. Senior
judge and expert of the Spanish Judicial Network
for International Judicial Cooperation (REJUE).
Head of Central Services of the General Council
of the Judiciary General Secretariat. Ana
Paloma Abarca Junco. Professor of Private
International Law of the State Distance-Learning
University (UNED)

41
TUTORS Module 1 José Francisco Cobo Sáenz.
President of Section 2 of the Provincial Court of
Navarre. Member of the Spanish Judicial Network
for International Judicial Cooperation (REJUE).
Designated authority of the European Judicial
Network in Civil and Commercial matters Module
2 Mónica Herranz Ballesteros. Lecturer of Private
International Law of the Spanish National
Distance-Learning University (UNED). Module
3 Elena Farré Trepat. Senior judge of
First-instance Court no. 17 of Barcelona. Member
of the Spanish Judicial Network for International
Judicial Cooperation (REJUE). Module 4 Marina
Vargas Gómez-Urrutia. Collaborating lecturer of
Private International Law of the Spanish National
Distance-Learning University (UNED). Module
5 José Antonio Varelo Agrelo. Senior judge of the
Provincial Court of Lugo. Member of the Spanish
Judicial Network for International Judicial
Cooperation (REJUE).

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AUTHORS Unit 1 Lionel Rinuy. French senior
judge. Head of the European Judicial Area
division at the General Secretariat for European
Affairs Unit 2 Javier Luis Parra García.
Secretary of the Governing Chamber of the High
Court of Justice of Murcia. Contact point for the
European Judicial Network in civil and commercial
matters, and expert on international judicial
cooperation. Unit 3 Francisco Javier Arroyo
Fiestas. President of the Provincial Court of
Malaga. Member of the Spanish Judicial Network
for International Judicial Cooperation (REJUE).
Designated authority of the European Judicial
Network in Civil and Commercial matters Unit
4 Mónica Guzmán Zapater. Professor of Private
International Law of the National
Distance-Learning University and Mónica Herranz
Ballesteros. Lecturer of Private International
Law at the National Distance-Learning
University Unit 5 Ana Paloma Abarca Junco.
Professor of Private International Law of the
National Distance-Learning University. Unit
6 Mónica Herranz Ballesteros. Professor of
Private International Law of the National
Distance-Learning University. Unit 7 Ana Paloma
Abarca Junco. Professor of Private International
Law of the National Distance-Learning University.

43
Unit 8 José Pascual Ortuño Muñoz. Senior judge.
Director of the Judicial School of the General
Council of the Judiciary Unit 9 Pilar Gonzálvez
Vicente. Senior Judge. Law clerk of the General
Council of the Judiciary and expert of the
Spanish Judicial Network for International
Judicial Cooperation (REJUE). Unit 10 Manuel
Almenar Belenguer. Senior judge. Member of the
General Council of the Judiciary Unit
11 Francisco de Paula Puig Blanes. Senior judge.
Head of External and Institutional Relations of
the Judicial School. Designated authority of the
European Judicial Network in Civil and Commercial
matters Unit 12 Gordon Lingard. District Judge
of Bradford, United Kingdom Unit 13 Wolfgang
Jakob Hau. Professor of Private International
Law, Civil Procedure and Private Law of the
University of Passau (Germany) Unit 14 José
Antonio Varela Agrelo. Senior judge of the
Provincial Court of Lugo. Member of the Spanish
Judicial Network for International Judicial
Cooperation (REJUE). Unit 15 Paola Accardo.
Senior judge. Judge of the Corte dAppello di
Milano (Italy) Unit 16 Carlos Manuel Gonçalves
de Melo Marinho. Judge. Portuguese contact point
of the European Judicial Network in Civil and
Commercial matters. Portuguese Higher Judicial
Council

44
ADMINISTRATION AND MANAGEMENT TEAM Facilitator
Mª José Puente Official of the UNED-associated
centre in Barbastro Management Concha Vega
Fernández Antonio Marchal Martos Ángel J.
Fresneda Heredero Heads of Unit of the Judicial
School of the General Council of the Judiciary
Administration Amelia Bayón Gimeno María
Eugenia Guijarro Cuellar Elvira Herrero
García Pilar Ameigeiras Benito Officials of the
Judicial School of the General Council of the
Judiciary
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