In addition to producing technically competent Lawyers, a legal education system is also expected to generate or at least embrace developmental agenda.8 It is common worldwide for Law Schools to serve as blueprints for becoming bastions of civil justice and breeding grounds for champions of democracy and rule of law practically fostered in training through clinics, projects and community actions. It follows in this context therefore that legal education should fashion programmes that are relevant to the varied social, economic and constitutional needs of its society. This may be accomplished through negotiation, or accommodation between the universities, the state, the profession and the employers or simply imposed by the State as is done through the imposition of BMAS by NUC in Nigeria.
The production of lawyers with the above attributes and social needs require specific and general enabling environment in the Law faculty and of the university, in terms of quality teachers in sufficient number and are aware their professional responsibilities, appropriate curricula, students who are imbibed with suitable academic background and character and adequate infrastructures, etc.
The character and integrity of a Lawyer is central to the legal profession. In the Nigerian Law School, it is of greater importance as a requirement than the examinations. This should be the case in the universities where the foundation is generally laid. It is an important element of excellence in legal education. It is critical that a Lawyer must have “the level of honesty, integrity and professionalism expected by the public and other members of the profession and does not pose a risk to the public or the profession.”9
8 Burridge R. (2005) Six Propositions for Legal Education in Local and Global Development Journal of Legal Education 55(4), 488-494(0022-2208)
9 Conditions on the Assessment of Character and suitability approved by A. Solicitors Regulation Board, UK-25/5/2006.