Main Article Content
The Nigerian Law School is a vocational training institution, a finishing school for those who aspire to practice in the Nigerian Bar. The training is centered on procedural law, lawyering skills, and trial advocacy. To deliver that, the Institution keeps reviewing its curriculum to achieve its objectives. Presently, the curriculum is sandwiched in a nine (9) month program which includes about 20 weeks of orientation and lectures, 2 weeks of mock trials, 10 weeks of externships under Court and Law Office placements, 3 weeks of evaluation which includes the portfolio assessment of activities done or experienced during the externship period and final exams. The final examination at the Nigerian Law School is scenario-based Multiple Choice Questions (MCQ) and essay questions which form part of the final score and grade of a candidate. Students' externship activities are evaluated through the portfolio assessment exercise with a pass mark of 70%. Students who do not pass the portfolio assessment will not be called to the Nigerian Bar and will be required to repeat the externship exercise, but the score earned does not form part of the final marks for grading. It was found that as a result of the non-inclusion of mock trials and portfolio assessment in the final score of the students, many of the students do not show much commitment to the activities and as such miss out on the simulations and experiential learning that are key in preparing them for practice. It was also discovered that one of the challenges of including the scores of exercises like portfolio assessment and mock trials into the final score, is the integrity of the process. However, in clinical legal education, such activities need to be part of the final score. This work recommended some options for the effective evaluation of clinical activities for their inclusion in the final score of the students as well as other recommendations to make the legal training at the Nigerian Law School more clinical.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyrights of the article in Indonesian J. Int'l Clinical Leg. Educ. is on the Author(s), however, before publishing, it is required to obtain written confirmation from Author(s) in order to ensure the originality (Author Statement of Originality). The statement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. This work licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). All writings published in this journal are personal views of the authors and do not represent the views of this journal and the author's affiliated institutions.
Anthony G. Amsterdam, ‘Clinical Legal Education-A 21st Century Perspective’, Journal of Legal Education. pp 612-618 at 617 vol. 34 no. 4 (1984).
Barbara Preloznjak and Juraj Brozovic, ‘The Financial Challenges of Clinical Legal Education: An Example From a Zagreb Law Clinic’, International Journal of Clinical Legal Education vol.23 no. 4 (2016) pp. 136-161 DOI:10.19164/ijcle.v23i4.526
Boud, D. et.al, ‘Reflection: Turning Experience into Learning,’ (eds) Kogan Page (1985) at p. 19 in Georgina Ledvinka, ‘Reflection and Assessment in Clinical Legal Education: Do You See What I See?’, International Journal of Clinical Legal Education vol. 9 no. 29 (2014). DOI:10.19164/ijcle.v.9i086
Council of Legal Education, 'Detailed Synopsis of Courses Offered at the Nigerian Law School' Fifty Years of Legal Education in Nigeria-Challenges and Next Steps (CSS Sterling Printers Ltd, Lagos, 2013).
Elizabeth Archer, ‘The Assessment Purpose Triangle: Balancing the Purpose of Educational Assessment’, https://doi.org/10.3389/FEDUC.2017.00041 Published Online: 2017-08-08
Ernest Ojukwu (Ed.) Nigerian Law School Externship Students Handbook,  Nigerian Law School.
Ernest Ojukwu et.al (Eds.), Externship Handbook for Field Supervisors,  Nigerian Law School.
Ernest Ojukwu, Odinakaonye Lagi and Mahmud Yusuf. Compendium of Campus-Based Law Clinics in Nigeria, Network of Universities Legal Aid Institutions (NULAI), 2014.pp 34-41.
Felicia Anyogu et. al. ‘Appropriate Curriculum for Training 21st Century Lawyers’ in Allswell O. Muzah (ed), Legal Education in the 21st Century-Proceedings of The 43rd Annual Conference of NALT (Cinnamon Press International Ltd, Portharcourt, 2010) pp.122-186.
Georgina Ledvinka, ‘Reflection and Assessment in Clinical Legal Education: Do You See What I See?’, International Journal of Clinical Legal Education vol. 9 no. 29 (2014). DOI:10.19164/ijcle.v.9i086
Imran Mahmud, Shahriah Rawshon, ‘Micro Teaching to Improve Teaching Method: An Analysis of Students’ Perspectives’ IOSR-JRME vol. 1 no. 4 (2013).
J.K. Gadzama, ‘The Legal Profession in Nigeria-A Critical Appraisal’ JK Gadzama LLP, 2013
Jamal Raiyn, 'Visual Learning in Improving Students' High Order Thinking Skills ', Journal of Education Practice, vol. 7 no.24 (2016).
Joash Amupitan et. al. ‘ICT in 21st Century Legal Education’ in Allswell O. Muzah (ed), Legal Education in the 21st Century-Proceedings of The 43rd Annual Conference of NALT (Cinnamon Press International Ltd, Portharcourt, 2010).
Jose Garcia-Anon, 'How do we assess in Clinical Legal Education? A "reflection" about reflective learning, International Journal of Clinical Legal Education vol. 23 no. 1 (2016)p. 48 DOI:10.19164/ijcle.v23il.490. p50. Accessed 14th July 2021.
Katz, M., 'Understanding The Cost of Experiential Learning, Journal of Experiential Learning vol. 1 no. 1 (2015)
Keats, Derek W., and John Boughey. “Task-Based Small Group Learning in Large Classes: Design and Implementation in a Second Year University Botany Course.” Higher Education, vol. 27, no. 1, (1994), pp. 59–73. JSTOR, http://www.jstor.org/stable/3448285. Accessed 12 Jul. 2022.
L.O. Ogiji et. al. ‘Funding Legal Education in the 21st Century ' in Allswell O. Muzah (ed), Legal Education in the 21st Century-Proceedings of The 43rd Annual Conference of NALT (Cinnamon Press International Ltd, Portharcourt, 2010) pp 298-314.
Lydia Bleasdate et.al., ‘Law Clinics: What, Why and How?’, in Linden Thomas and Nick Johnson (eds). Clinical Legal Education Handbook (University of London Press, Institute of Advanced Legal Studies, 2020).
M.A. (Riette) Du Plessis. "Clinical Legal Education: Determining the Mission and Focus of a University Law Clinic and Required Outcomes, Skills, and Values". De Jure Law Journal Vol. 48 n. 2 (2015)
M.A. du Plessis. ‘Clinical Legal Education Models: Recommended Assessment Regimes,’ Potchefstroom Electronic Law Journal Vol. 18 n.7 (2015) http://dx.doi.org/10.4314/pelj.v18i7.11
Marcia Mentkowski, ‘Creating a Context Where Institutional Assessment Yields Educational Improvement’, The Journal of General Education vol. 40 (1991) pp. 255-283 at 257 https://www.jstor.org/stable/27797140 accessed 31st July 2021.
O.A. Onadeko et.al (eds) Property Law Practice Handbook, Council of Legal Education Nigerian Law School, (Panaf Press Nigeria, 2016)
Obraori N.P. Adiela, ‘Learning Styles and Teaching Methods: A Tool for The Law Teacher’, in Grace O. Akolokwu et.al. (eds) Pedagogy in Legal Education, Rivers State University, (Princeton and Associates Publishing Co. Ltd 2019)
Oludayo J. Bamgbose, 'Clinical Legal Education in Nigeria: Envisioning the Future ', Australian Journal of Clinical Education vol. 10 no. 1
Roseadie P. Lynch and Eric Pappas. “A Model for Teaching Large Classes: Facilitating a ‘Small Class Feel’”. International Journal of Higher Education, vol. 6 No. 2. (2017) https://doi.org/10.5430/ijhe.v6n2p199
Topping, Keith J, ‘Peer Assessment’, Theory Into Practice. Vol 48 no. 1 (2009) JSTOR, http://www.jstor.org/stable/40071572. Accessed 31 Jul. 2022.
Vicky Kemp, Tine Munk and Suzanne Gower, ‘Clinical Legal Education and Experiential Learning: Looking to The Future- A Report’, (University of Manchester, the School of Law, 2016).
Wiliam M. Rees, ‘Clinical Legal Education: An Analysis of the University of Kent Model’, tandf_ralt209_125
Yangyu Xiao, ‘Formative Assessment in a Test Dominated Context: How Test Practice Can Become More Productive’ Language Assessment Quarterly vol. 14 no. 4 (2017) pp. 295-311