Web viewT. he Impact of Cl. inical Legal Education Curriculum. and Delivery on Students Performance:...

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The Impact of Clinical Legal Education Curriculum and Delivery on Students Performance: A Case Study of the Nigerian Law School

By

Odigie-Emmanuel Omoyemen Lucia

Nigerian Law SchoolYenagoa Campus

Bayelsa State Nigeria

Submitted to:

1. International Journal for Clinical Legal Education ConferenceUniversity of ValenciaSpain11th-15 July, 2011

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TABLE OF CONTENT

Abstract

Background/ Introduction

Research Description

Study Design

Data Analysis

Interpretation of Data / Findings

Discussion

Limitation

Conclusion / Recommendation

References

Appendix

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BACKGROUND/ INTRODUCTION

Clinical Legal Education as it is now gives us the ability to practice law immediately after call to bar, also makes one to fully understand court proceedings and majority of the terms used in court.

…A Bar II Final Student

Foundation

A Learning Pyramid created by the National Training Laboratories in Maine (USA) based on Edgar Dale's

study and Cone of Learning illustrates the average retention rate for different teaching methods used by the

instructor. According to the pyramid, the average retention rates are: Lectures-5%; Reading-10%; Audio-

Visual-20% Demonstration-30%; Discussion Group; Practice by Doing-75%; and Immediate Use-90%. The

least effective method of instruction given is shown to be "lectures" with a retention rate of 5%. This finding

alone is alarming because traditionally, law students come in with the notion that the more time spent taking

notes in lectures and reading the notes taken, the better the performance of a student.

The foundational question was: Whether a change in curriculum to adopt that which utilizes a combination of

strategies emphasizing immediate use will reflect in the performance of students; how do we measure student’s

performance? Should we measure performance as reflected in bar final examination result or do we also

measure actual performance which takes into consideration the students development of practical lawyering

skills and preparedness to immediately practice law. These thoughts and others thoughts flowing there from

formed the foundation of this study.

This study investigated the Impact of Clinical Legal Education Curriculum on Students Performance and

Delivery (Classroom Learning Environment). More specifically, it investigated the difference between the old

traditional legal education curriculum and the new clinical legal education curriculum and their different impact

on student’s learning and actual performance. The study analyzed the content of both curricula and how

teachers use them, their impact in building specific lawyering skills and the progress and constrain experienced

in the implementation of the new curriculum.

This study investigated the impact of both curricula using the parameters of an analysis of Bar Final

Examination Results in selected years documenting the progression of students performance, an analysis of

ASCLO Form 3 (Attachment of students to Chambers and Law Offices Principal’s Report) and an analysis of

survey instrument administered to Law school lecturer’s, students, legal practitioners and judicial officers and

information received from interviews conducted.2

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This study documented the trend of students performance in Nigerian Law School Bar Final Examination

between 2006 and 2009, the acquisition of practical skills through the implementation of the new curriculum

and the ability and readiness of students trained under the old and new curriculum to fit into their roles as

lawyers.

This study examined the fidelity of implementation of the new curriculum using several lens including an

observational framework that is built on the “ought” of standard based use of clinical legal education curriculum

and the “is” as is currently implemented. This study also examined the constraint and challenges being faced in

the implementation of the new curriculum and set out some useful recommendations for action.

A conviction is the first step to any meaningful change. Systems designed to transform or create change works

when people believe in them. Any move towards change without a conviction soon reverses to the former state

because of internal or external resistance. It is believed that this research will contribute to building meaningful

data meant to justify or debunk the use of clinical legal education curriculum and give a clear indication of what

clinical legal education can or cannot achieve.

The Nigerian Law School

The Nigerian Law School training is the vocational aspect of Formal legal training in Nigeria. The Nigerian

Law School is a product of the recommendation of the Unsworth Committee1. The terms of reference of the

Committee was, “ to consider and make recommendations for the future of the legal profession in Nigeria with

particular regard to legal education and admission to practice, the right of audience before the court and making

of reciprocal; arrangements in this connection with other countries”.

The Report of the Committee also known as the Unsworth Report published in October 1959 recommended that

legal education should be provided locally and adapted to the needs of Nigerians and a law school established to

provide practical training for lawyers in the works of a barrister and solicitor. Pursuant to that recommendation,

the Nigerian Law School was established in 1962 by an Act2 of the Federal Government of Nigeria. It began

formal operation in 1963 at Lagos; it was later relocated to Abuja in 1997 and today has campuses at six

different locations3 in Nigeria. Five of these campuses are already in operation and the Yola to commence

1 The Unsworth Committee consisted of all the regional Attorneys General and some other distinguished legal practitioners under the chairmanship of Mr. E.T.C. Unsworth, who was then Federal Attorney General.2 Legal Education Act of 1962

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operation before the end of 2011. In sum, “the Nigerian Law School was established to provide vocational and

practical trainings for law students in skills, procedures of court, and the ethics guiding the profession”4.

The Old Curriculum

Legal training under the old curriculum was done mainly by delivering lectures to the students, tutorial and one

Mock Trial per session. Lectures enable instructors to cover a great deal of information, but usually provide

very little feed-back for participants. Six courses were taught to Bar Part 11 students, namely Civil Procedure,

Criminal Procedure, Legal Drafting and Conveyancing; Company Law and Commercial Practice, the law of

Evidence and a general paper consisting of Law Office Management, Legal Practitioners Account, Professional

Ethics and Legal skills. Special lectures were also given to the students by eminent personalities. In sum, it was

a traditional information transmission exercise accompanied by condensed summary examinations.

An important aspect of law training under the old curriculum was the attachment of law students to courts for

courts for six weeks and law offices for about five weeks to enable them observe trials, lawyer and court and

chamber management. However unlike the new curriculum there were no placement workshops to prepare them

and demand for keeping log books and no expectation of portfolio assessment to keep students on attachment

focused.

The Law school training ended with the bar final Examination. The majority of students graduated from law

school without having developed any lawyers practice skills they need in the workplace.

Clinical Legal Education

Clinical legal Education means different things to different people. Grimes5 defines it as:

a learning environment where students identify, research and

apply knowledge in a setting which replicates, at least in part,

the world where it is practiced.... It almost inevitably means that

3 Abuja Headquarters Lagos Campus, Enugu Campus, Kano Campus, Yenagoa Campus and Yola Campus (yet to commence operations).4 Tahir Mamah, ‘’The Globalisation of Legal Practice: The Challenges for Legal Education in Nigeria’’ paper presented at the 2nd Annual Business Luncheon of SPA Ajibade & Co, 19 November, 2009, p. 145 R. Grimes, “The Theory and Practice of Clinical Legal Education” in “Richard Lewis Clinical Legal Education Revisted” p.5

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the student takes on some aspect of a case and conducts this

as it would ... be conducted in the real world .

Richard Lewis6 while admitting that clinical legal education includes a wide range of activities such as

simulations and placements defines it to mean student involvement with real clients in an environment

supervised and controlled directly by the law school. Shuyun Sun7 defines it as a new pattern of legal education

that uses the form for reference that medical school uses clinics to cultivate interns to introduce the pattern of

clinical education to legal education. In an actual or suppositional legal and under teacher’s guidance, through

real cases and participation in law suits in person, students understand and study law; “diagnose” and

“prescribe” the legal problems of client and provide solutions for their problems and legal service.

Clinical legal Education is defined as an educational program grounded in an interactive and reflective

teaching methodology with the main aim of providing law students with practical knowledge, skills, and values

… Clinical legal education is a dynamic style of learning also described as "experiential learning" or "learning

by doing… If done within a law school, a clinical program may be based on real or hypothetical cases…There

are also “simulation” clinics – focused on role-playing and simulating real life situations... 8.

Whether actual or suppositional, real, life or by simulations or/and by placement, the features of clinical legal

education has been summarized by various researchers9 to include; a transition from theoretical teaching to

practice, students mode of thinking, interactive teaching method that allow students and teachers discuss freely,

diversity of teaching places, unique evaluation method based on teaching objectives10; opportunity to apply

knowledge, calls for reflection and self examination, embraces a skill based approach, allows more issues to be

debated openly, promotes students motivation and experience; actual practice of lawyering skills as

interviewing, negotiating, and analyzing cases, and confronts ethical issues that arise in real cases11; clinic will 6 Richard Lewis, p.67 Shuyun Sun, “On the Teaching Objectives and Special Features of Clinical Legal Education” in Advanced Educational Technologies; p. 1668 Ateneo Human Rights Center And Open Justice Initiative, Training Manual Of First Southeast Asian Clinical Legal Education Teachers’ Training January 30 – February 3, 2007 Manila, Philippines, p. 23

9 Richard Lewis, Shuyun Sun, Marie Luce Paris, Lawrence Donnelly, ,Peggy Maisel, John Burwell Garvey, Anne F. Zinkin, J.P. Ogilvy Etc10 Shunyun Sun, p. 167-16911 Stefano Moscato, “Teaching Foundational Clinical Lawyering Skills To First-Year Students” The Journal of the Legal Writing Institute ,Vol. 13, 11/26/2007, p. 9 Ateneo Human Rights Center And Open Justice Initiative, p. 24-25

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have a component of teaching skills and values about lawyering and social justice ; a component of applying

those skills in a practical setting, and a part of reflecting and evaluating the practical experiences.12

To us at the Nigerian Law School, Clinical Legal Education means implementing the new curriculum based on

a combination of all of the above perspective of what clinical legal education is. It means the introductive of a

new interactive method of teaching which focuses on immediate use and develops lawyering skills through

group discussions, brainstorming exercise, debates, case studies, role plays, mock trials, simulation, use of ICT

and multimedia’s in training and considers ethical issues and also combines real life services at the Enugu

campus.

The history of Clinical legal Education in Nigeria can be traced to February 2004 when Network of University

Legal Aid Institute in partnership with Open Society Justice Initiative hosted the 1 st Nigeria Clinical Legal

Education Colloquium. At the end of the event, participants supported the introduction of Clinical Legal

Education in Nigeria and resolved amongst others to facilitate the introduction and sustainability of CLE in

Nigeria, the participants at the colloquium request NULAI and a follow-up committee to be constituted hereby,

to initiate mechanism of consultations to secure the support of the Federal Ministry of Justice, National

Universities commission, Council of Legal Education, the judiciary, deans of law faculties, Legal Aid Council,

the Nigerian Association of law teachers, Nigerian Bar Legal Services NGOs, and representatives of law

students societies in Nigerian Universities.

Clinical Legal Education at the Nigerian Law School: The New Curriculum

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In 2006, the Council of Legal Education set up a Review Committee whose terms of reference include the

following: to review the current courses offered at the Nigerian Law School and the curriculum of each course;

to review the mode and period allotted to each course; to consider the manner and sufficiency of students

attachment to courts and law firms and their participation in moot and mock trials; to consider whether and how

to introduce clinical legal education; and to work out how best to integrate the participation of legal

practitioners in the law school programmes.

The Committee’s Report recommended “the adoption of knowledge and skills based curricula and teaching

process that enhanced the competence of lawyers in practice irrespective of area or place of practice…there

were recommendations on the teaching methods advising the adoption of active, student centered techniques as

against the traditional lecture type which is most inappropriate for a vocational school”13.The Skills

recommended as the focus of the new curriculum includes: Interviewing and Counseling Skills; Negotiation

Skills; Drafting; Analytical Skills; Communication Skills; Time Management Skills; Research Skills; Problem

solving; Interpersonal and organisational skills; Legal Writing Skills; Advocacy Skills; Case Management

Skills; and File Management Skills

Re-designation of courses in line with desired scope of vocational training at the law school led to the

cancellation of the law of evidence as a distinct theoretical course14. Five courses are offered to law school

students: Criminal litigation; Civil Litigation; Property Law Practice; Corporate Law Practice and Law in

Practice (a component of teaching skills and values about lawyering ) which is designed to nurture skills. The

skills required to be acquired are cultivated by the introduction of interactive teaching techniques. A Lecturer

gives a general overview in any course for the day for usually within an hour and thereafter acts as a Facilitator

facilitating students immediate use of principles, skills and ethical issues considered through problem solving

exercises, group discussions, role plays, brainstorming exercises, case studies, hypothetical problems, mock

trials, value clarification exercises and students participation. Students are also required to reflect and identify

ethical issues arising from each topic.

An important feature of the law school curriculum is the attachment of students to courts and law office after

which their portfolio containing their log books (The students log book is divided into two columns, one for

activities and reflections. Students reflect upon their experiences and document their written reflection), reports,

essays and supporting documents are assessed by a panel of assessors composed of a lecturer and adjunct. The

13 Tahir Mamah, p.1514 Adegoke, O.S. and Osamolu S.A. Essentials of Drafting and Communication Skills for Lawyers, 2011; p.293

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introduction of the after attachment portfolio assessment is a new innovation introduced by the new curriculum

is. Even where students pass Bar Final Exams, they may not be called to bar if they do not score 70 percent in

their assessment.

The new curriculum introduces and promotes the use of the internet and simple packages like Microsoft word

and power point. Students are also trained starting from their first week of induction on how to use the internet

for legal research.

After the assessment is a mock trial, the uniqueness of the mock trial lies in the fact that unlike the old

curriculum where only those interested participate in mock trials, Mock trial has become a mandatory aspect of

law school training. Unlike the old curriculum where only those interested participated in mock trials, under the

new curriculum every student must belong to a mock group. From observation and facilitating practical sessions

in mock groups, it is observed that all students have an opportunity to participate skills because they can

participate in sub groups with their larger groups. These sub groups includes: research, advocacy and drafting

sub-group.

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RESEARCH DESCRIPTION

It has been assumed that the more time spent reading notes dictated to students during lecturs, the greater their

ability to retain what they have been taught and the better their performance in class. However, the results of

research conducted by the National Training Laboratories in Maine (USA) based on Edgar Dale's research and

Cone of Learning which illustrates the average retention rate for different teaching methods used by the

instructor debunks this assumption. According to the pyramid, the average retention rates are: Lectures-5%;

Reading-10%; Audio-Visual-20% Demonstration-30%; Discussion Group; Practice by Doing-75%; and

Immediate Use-90%. The least effective method of instruction given is shown to be for "lectures" with a

retention rate of 5%. The result of this research is alarming because traditional legal training at the Nigerian

Law School has been based large on lectures and note taking.

However, with the revolutionary introduction of a new curriculum which departs from the traditional path and

sets a standard on skills, ethics and not just on acquiring knowledge but actually emphasizes immediate use it

becomes needful to monitor the impact of the new curriculum on students performance. Students performance

focuses on two aspects, outcome in the bar final exams and readiness and ability to utilize skills acquired during

the vocational training.

Therefore with the introduction and implementation of the a new law school curriculum it became needful to

investigate the following research questions:

What is the impact of the new curriculum based on clinical legal education on student’s performance?

If the curriculum helps students to retain more, does it reflect in the result of their bar final exams?

How the emphasis on building Lawyering skills impact on the student’s readiness to commence his law career?

How can the current implementation of clinical legal education at the Nigerian Law School be improved?

This study is important for research, policy and practice because the findings will provide information essential

for further development of vocational training at the law school, for policy makers and will be useful in guiding

future programmes in the education sector.

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STUDY DESIGN

Sample for Examination Performance Analysis

Data was gathered on the result and performances of students trained under the old and new curriculum between

2006 and 2009. These data took the form of the usual law school examination grading such as first class, second

class upper, second class lower, pass and re-sit. Microsoft Excel was used to analyze the data and these was

presented in a lineal graph to trace its direction.

Survey Analysis

Survey instruments were prepared to be administered to students, lecturers, law office practitioners and judicial

officers. The majority of respondents were students and lecturers. The survey data was tallied and analyzed

using statistical package for social sciences (SPSS) to provide perspective on various issues including whether

the difference between the old and new curriculum was understood, whether examination results of students

could be used to assess the impact of both curricular on students performance, what training method was

capable of developing specified lawyering skills and opinion on introduction of life clinics in campuses of law

school and generally on the impact of clinical legal education.

ASCLO Form 3 (Attachment of students to Chambers and Law Offices Principal’s Report)

ASCLO Form three normally submitted by students on attachment to law office proprietors for their individual

assessment was randomly selected from four law school campuses for analysis. The variables used for analysis

were the student’s practical approach and marshalling of points to law, problem solving skills and analytical

skills.

Classroom Observation

Records from observing some lecturers also formed a basis of assessing fidelity and implementation of the new curriculum.

Interviews

Individual interviews and discussions with some lecturers also filled in gaps on implementation in varios campuses.

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DATA ANALYSIS

Questionnaire Analysis Based On Selected Queries from Survey Instrument

A. Understands difference in old and new Law school curriculum

Percent

Valid YES 90.0NO 2.0NOT SURE 8.0Total 100.0

B. Training Method That Positively Affects Students Performance In Actual Sense

Percent

Valid Traditional Law Teaching Method

14.0

Clinical Legal Education

70.0

Not sure 12.099.00 4.0Total 100.0

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C. Can Exams Performance Be Used To Assess Curriculum Effectiveness

D. Which Curriculum Develops Communication Skills

PercentValid Old Curriculum 4.0

New Curriculum

76.0

3.00 2.0Do not know 18.0Total 100.0

E. Which Curriculum Develops Advocacy SkillsPercent

Valid Old Curriculum 26.0New Curriculum

54.0

Do not know 20.0Total 100.0

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Percent

Valid Yes 52.0

No 32.0

Not Sure 16.0

Total 100.0

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F. Which curriculum develops writing skills

G. Which curriculum develops analytical skills


New Curriculum

74.0


H. Which Curriculum Develops Drafting Skills

13


New Curriculum

76.0


14

Percent

Valid Old Curriculum 4.0

New Curriculum

78.0

Do not know 18.0

Total 100.0

I. Training Method With Highest Retention Rate

14

PercentValid Lecture 2.0

Reading 8.0

Immediate Practice after Overview

82.0

Dont know 6.0

Total 98.0Missing System 2.0

Total 100.0

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J. Can New Curriculum Develop Skills

Percent

Valid Yes 72.0

Not Sure 12.0

Do not Know

16.0

Total 100.0

K. What Is The Impact Of CLE On Students Performance

Percent

Valid Positive 80.0Not Sure 10.099.00 10.0Total 100.0

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QUESTIONNAIRES ANALYSIS PIE CHART

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ANALYSIS OF BAR FINAL EXAMINATION RESULTS 2006-2009

DAIGRAM 1

DATE OF BAR EXAMS

Jul.06 %

Aug.07 % Feb.08%

Aug.08 %

Aug.09 %

RESIT 31.38 32.03 34.63 30.62 20.21

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Jul.06 % Aug.07 % Feb.08% Aug.08 % Aug.09 %0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

RESIT

RESIT

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DAIGRAM 1I

DATE OF BAR EXAMS

Jul.06 %

Aug.07 %

Feb.08%

Aug.08 %

Aug.09 %

PASS 43.95 40.13 55.99 51.08 40.43

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10.00

20.00

30.00

40.00

50.00

60.00

PASS

PASS

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DAIGRAM 1II

DATE OF BAR EXAMS

Jul.06 %

Aug.07 %

Feb.08%

Aug.08 %

Aug.09 %

SECOND CLASS LOWER 18.17 19.29 8.28 14.82 29.63

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Jul.06 % Aug.07 %

Feb.08% Aug.08 %

Aug.09 %

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

SECOND CLASS LOWER

SECOND CLASS LOWER

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DAIGRAM 1V

DATE OF BAR EXAMS

Jul.06 %

Aug.07 %

Feb.08%

Aug.08 %

Aug.09 %

SECOND CLASS UPPER 6.38 5.01 1.11 3.35 9.61

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2.00

4.00

6.00

8.00

10.00

12.00

SECOND CLASS UPPER

SECOND CLASS UPPER

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DAIGRAM V

DATE OF BAR EXAMSJul.06 %

Aug.07 % Feb.08%

Aug.08 %

Aug.09 %

FIRST CLASS 0.11 0.10 0.00 0.13 0.12

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0.02

0.04

0.06

0.08

0.10

0.12

0.14

FIRST CLASS

FIRST CLASS

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ANALYSIS OF DATA FROM ASCLO FORM 3 (ATTACHMENT OF STUDENTS TO CHAMBERS & LAW OFFICES PRINCIPAL’S REPORT

Practical Application and marshalling of points to issue

Frequency Percent Valid PercentCumulative

Percent

Valid GOOD, HIGH 30 44.1 44.1 44.1

VERY GOOD, VERY HIGH

31 45.6 45.6 89.7

EXCELLENT 6 8.8 8.8 98.5

FAIR 1 1.5 1.5 100.0

Total 68 100.0 100.0

Problem Solving skills

Variables Frequency Percent Valid PercentCumulative

Percent

GOOD, HIGH 28 41.2 41.2 41.2


28 41.2 41.2 82.4

EXCELLENT 11 16.2 16.2 98.5

FAIR 1 1.5 1.5 100.0

Total 68 100.0 100.0

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ANALYTICALSKILLS

Frequency Percent Valid Percent Cumulative Percent

Valid GOOD, HIGH 30 44.1 44.1 44.1


27 39.7 39.7 83.8

EXCELLENT 8 11.8 11.8 95.6

FAIR 3 4.4 4.4 100.0

Total 68 100.0 100.0

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INTERPRETATION OF DATA / FINDINGS

Student’s Examination Performance

ANALYSIS OF RESIT RESULTS

A study of the trend of students who made re-sit in their bar final exams between 2006 and 2009 shows through

the upward slope of the lineal graph that between 2006 and February 2008 marking the old curriculum and

transition to new curriculum, there was an increase in the number of students re-sitting bar exams. However

from August 2008 to August 2009 there was a drastic downward slope revealing that there was a decline in the

number of students re-sitting bar exams on a vertical scale of 35 to 20.

ANALYSIS OF PASS RESULTS

An analysis of the results of students who made pass in their bar final result from 2006 to 2009 shows a

regressive slope from 2006 to 2007, from about 44% to 40%, with an unremarkable increase in 2008. However,

between 2008 and 2009, there has been a consistent reduction in the number of students graduating the law

school with pass which is the lowest grade in the Bar Final Exams. In actual sense, there was a 56% reduction

to 40%.

ANALYSIS OF SECOND LOWER UPPER RESULTS

An analysis of the results of students graduating the Nigerian law School with a second class lower degree

shows that from 2006 to February 2008, there was a drastic reduction and instability in the results of students

graduating the law school with a second class lower on a scale of 18:19:8 percent. However from February

2008 to August 2009 when the new curriculum was introduced, there has been a consistent progression in the

number of students graduating the law school with a second class lower degree on a scale of 8:14:29 percent.

ANALYSIS OF SECOND CLASS UPPER RESULTS

An analysis of the results of bar final students who graduated from 2006 to 2009 showed that from 2006 to

February 2008, there was a steady regression on a scale of 6:5:1 percent approximately. However, from

February 2008 to August 2009, there has been a progression on a scale of 1:3:9 percent.

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ANALYSIS OF FIRST CLASS RESULTS

An analysis of the results of students who graduated with a first class degree from 2006 to 2009 shows that

there was a progressive regression in the number of students graduating with a first class from 2006 to 2008 on

a scale of 0.1%1 to 0%. However from February 2008 to August 2008, there was a very remarkable

progression from 0.00% to 0.13 percent. These progression shifted slightly downward in august 2009 to 0.12

percent.

Survey Analysis

HIGHEST FREQUENCIES IN PERCENTAGE

90% of Respondents understood the difference between the old and new curriculum

70% of Respondents agreed that CLE was the training method that positively affects students

52% of Respondents agreed that examination performance of students can be used to assess the impact

of the new curriculum

76% of Respondents agreed that CLE was the best training method for developing students

communication skill

52% of Respondents agreed that CLE was the best training method for developing advocacy skill

76% OF Respondents agreed that CLE was the best training method for developing writing skills

74% of Respondents agreed that CLE was the best training method for developing analytical skills

78% of Respondents agreed that CLE was the best training method for developing analytical skills.

78% of Respondents believed that CLE was the best training method for developing drafting skills

82% of Respondents agreed that immediate practice/ Use had the highest retention rate

80% of Respondents agreed that the impact of CLE on students performance was positive

ASCLO Form 3 (Attachment of students to Chambers and Law Offices Principal’s Report)

An analysis of ASCLO form three shows that students being trained under these curriculum are held in high

esteem by the principals of the law offices where went on placement.

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Classroom Observation and Interviews

Classroom observation and interview was highly depended upon in assessing fidelity of implementation of the new curriculum. It was discovered that the implementation of the new curriculum was fraught with several challenges.

LIMITATION

The survey instrument could not be circulated as widely as intended.

Administration of survey instrument to judicial officers had to be dropped from the study because of the

challenges associated with the data gathering.

All Nigerian Law school lecturers could not be reached

ASCLO Form three did not have standard variable on the basis of which to do a more detailed analysis.

All teachers could not be observed

CONCLUSION / RECOMMENDATION

CONCLUSIONS

1. The Percentage of students re-sitting Bar Final Examination in the Nigerian Law School is reducing

since the introduction of the new curriculum.

2. The percentage of students making pass (the lowest pass grade) in the Nigerian Law School Bar Final

Examination has reduced since the introduction of the new curriculum because students are passing with

better grades.

3. The percentage of students who make second class lower in their Bar Final Examination has increased


4. The percentage of students who make second class upper in their Bar Final Examination has increased


5. The percentage of students making first class is still very low to reach concrete conclusions

6. We need to develop concrete parameters for assessing the impact of the new curriculum.

7. Clinical Legal Education is the best training method for developing student’s practical lawyering skills.

8. ASCLO is a very useful tool for assessing student’s performance but needs to be reviewed to assess

more skills and standardize variables.

9. There is still need to build more conviction about clinical legal education.

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10. The implementation of the new curriculum requires more resources (financial and Human)

11. Students trained under the old curriculum needed more time for pupilage/mentorship be fore being able

to practice as lawyers because of the absence of practical skills and lack of emphasis on immediate use

in the old curriculum.

12. It was found that the use of the new clinical legal education curriculum is being influenced by both

internal and external factors. It was found that a few teachers seems to prefer to teach the same way

they were taught there by acting as an external pull against the implementation of the new curriculum

resulting minimally in a mix of both old and new curriculum.

13. Having space for small group interaction is vital to the implementation of the new curriculum

Recommendations

There is need for periodic Curriculum Review Workshop for Lecturers and to invite students to an

open session.

Self Assessment/ Evaluation Exercise/is necessary for Law School Teachers. This will also serve as

a self reflective process.

Need for periodic refresher training for law teachers

Need to increase funding for the implementation of the curriculum.

It is necessary to develop guidelines for general evaluation and assessment.

Need to review ASCLO Form 5

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REFERENCES

1. Tahir Mamah, (2009 ) ‘’The Globalisation of Legal Practice: The Challenges for Legal Education in Nigeria’’ paper presented at the 2nd Annual Business Luncheon of SPA Ajibade & Co, 19 November, 2009

2. The Nigerian law school Course handbook on Professional Ethics, Council of Legal Education Abuja

3. Nigerian Law school students Prospectus 2007-2008, Council of Legal Education4. Nigerian Law school students Prospectus 2010-2011, Council of Legal Education5. Call to Bar Programmes 2006; 2007; 2008 and 2009.6. Adegoke, O.S. and Osamolu S.A. (2011) Essentials of Drafting and Communication

Skills for Lawyers , 2009

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