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1. Delegated legislation.

21. It is said that among the advantages of the doctrine are the following: • it gives certainty to the law; • it is a curb on arbitrary decisions; • it is based on a notion of justice which maintains equality; • it provides a rational base for decision making. As is to be expected, many argue there are disadvantages of the doctrine: • it makes the law inflexible; • change is slow and convoluted; • it encourages a tedious hairsplitting tendency in legal argument. In addition, to understand the relationship between cases and legislation and the theory and practice of the doctrine of precedent it is also essential to understand the importance of accurate reporting of legal cases The importance of cases and the extent of the legal rule developed only become apparent after the case, and one needs good reports. If you cannot trust the reporting, then you cannot trust the law. 3.3.2 Legislation Legislation is the law made by Parliament or by individuals and groups acting on delegated parliamentary authority. The technically correct term for a piece of primary legislation is ‘legislative Act’. It is the dominant form of law making. In addition to creating legislation, Parliament can delegate, to another person or group, by an Act of Parliament, the power to create a limited range of laws for others. For example, powers can be delegated to: • a local authority; • a government minister; • a professional body. When this occurs, the legislation that is created is referred to as: a statutory instrument OR delegated legislation OR secondary legislation (for it is once removed from parliamentary power) The legislation giving the power to make such secondary or delegated legislation is referred to as the primary legislation, or the parent Act.

26. F igure 5.9: procedure for bringing an action in the European Court of Human R ights • Domestic remedies must have been exhausted (Article 35). • Application to the ECtHR must be within six months of final hearing in the domestic court. • It must be an admissible application. • There can be a limited audience in a court of first instance (a chamber) relating to the matter. • Within three months a party can ask for a Grandchamber hearing. • Enforcement of the decision of the court is a matter for the Committee of Ministers. Here the matter reverts to the political level but a State who consistently abuses human rights can be expelled from the Council of Europe. The remedies under the English legislation allow for the following. Figure 5.10: remedies under the Human Rights Act 1998 • English courts and tribunals take account of cases in the ECtHR and other relevant courts and decide cases accordingly. • English courts can note whether legislation is incompatible with the Convention and if so issue a declaration of incompatibility. They have no power to declare primary or secondary legislation invalid, although they do have a power to invalidate secondary legislation if the primary legislation that it is based on does not forbid it. This severely limits the power of the judges to enforce the Convention rights. • If Parliament decides that the incompatibility should be dealt with there is a fast track procedure for delegated legislation to deal with the speedy removal of the incompatibility allowing a ‘remedial’ order to be enacted. • Public authorities can be fined for contravention of the Act. • Courts must act in a manner compatible with the Act. • All statutes must carry a declaration of compatibility with the HRA 1998 signed by the minister responsible for the original Bill stating that the legislation is not incompatible or if it is incompatible that the government intends the legislation to be incompatible. In keeping with the ‘hands on’ approach of this text, the HRA 1998 can be found in Appendix 2. Read it through quickly to get an idea of it and then carefully do the following exercise. You will also find two diagrams: the HRA 1998 sections and the HRA 1998 Schedules.

27. Legal method skills include: • handling, applying and interpreting law reports; • handling, applying and interpreting UK legislation and delegated legislation; • handling, applying and interpreting European Community legislation, treaties generally, and human rights law; • argument construction and deconstruction; • answering legal questions, both problems and essays; • legal reading and writing skills; • oral argument skills. 1.3.1.4 Substantive legal knowledge skills (for example, criminal law and tort– which, of course, are dealt with in your discrete courses) So, as you can see, there are many skills to be acquired and these are set out in diagrammatic form in Figure 1.2, below, to give another way of seeing the interrelationships between the range of skills. Deficiency in one group of skills can affect performance in all areas. It is possible to divide sub-skills into even smaller constituent parts and the diagram does this merely to illustrate the complex nature of the undertaking of such studies. This complexity is not peculiar to the law either. If the course being undertaken was life sciences, again one would need similar generic skills of: • general study skills; • language usage skills (and perhaps foreign language skills); • scientific method skills; • understanding of substantive science subjects. Students who think that it is enough to memorise chunks of their substantive law subjects are unsuccessful. They do not understand the need for the skills required in the other main areas of general study skills: English language skills, method skills, critical thinking and the balance of expertise required among them. All of these skills need to be identified; students need to know which skills they have a basic competency in, which skills they are deficient in and which skills they are good at. Then, each skill needs to be developed to the student’s highest possible competency.

34. Vietnam.

35. Upper Volta.

36. Zaire

50. WHAT’S YOUR TWENTY?

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