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on international transactions to foster minimum competence for those with aspirations further afield or in the complex corporate world of business or practice that transcend national boundaries in their activities, part of which activities may be in the lawyer’s domain.

The practice in most countries which include USA and UK since 1990s13 is to adopt an outcome based system with a rigorous system of accreditation and assessment to ascertain that the outcomes are being achieved.

This means, in Nigeria the Law teachers have not risen to the challenges of the needs of the market for Lawyers in developing a wide range of courses.  Similarly, any form of counseling to students on career choices is limited or undermined outrightly by the absence of a rich menu of courses from which students can make choices preparatory to a career in a particular area of Law.

Students thereby qualify into the profession that is largely general in practice while a few dovetail into specialized areas after some trial and error or by chance securing a position in a firm or organization that has such expertise.

The system currently practiced in the Law faculties would appear to be a commitment to minimum stands rather than excellence in Legal education.

These limiting factors are reinforced by overcrowded classes who are taught through the traditional lecture type teaching method which prevails in all the Law faculties.  In contrast, most universities in developed countries have embraced the interactive – students centered approach to teaching which practically involve students in teaching processes, and in a lot of cases too in the design of curricula in the faculty.  A practical emphasis to legal education is better served by using experiential opportunities such as simulations, role plays, clinics and various forms of externships.  In

13 Op.ct, fn.6


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