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Background Paper to the Transactional Law Clinic Manual for the Business Law Centre of the School of Law, Makerere Universit

Publication Type:

Paper

Source:

(2020)

URL:

http://blc.mak.ac.ug/sites/default/files/publication/TLC%20Manual2.pdf

Abstract:

he School of Law, Makerere University has taken the lead in reforming legal education. This has been through the introduction of the clinical methodology of instruction, which has seen the school put in place experiential and hands-on methods of teaching. Indeed, a specific module, Clinical Legal Education (CLE), exclusively using the clinical meth-odology has been adopted. The clinical methodology in the context of legal education is understood as a teaching method based on experiential learning and one which fosters the growth of knowledge, personal skills and values as well as promoting social justice at the same time. It encompasses varieties of formal, non-formal and informal educational programs and projects, which use practical-oriented, student-centered, problem-based, interactive learning methods, including but not limited to, the practical work of students on real cases and social issues supervised by academics and professionals.1 According to Chavkin, it is a ‘marriage of theory and practice - an opportunity to ‘lawyer’ but also to reflect on the theory, and process of lawyering.’2 It is seen as a marriage between lawyering skills and values that enable future lawyers practice law effectively (skills) and responsibly (values).3 The main purpose of this method is to teach law as a mechanism for pursuing social objectives.4 The aim of the methodology is to develop professional at-titudes and foster the growth of the practical skills of students with regard to the modern understanding of the role of the socially oriented professional in promoting the rule of law, providing access to justice and peaceful conflict resolutions, and solving social prob-lems.5 One of the activities that characterize the clinical approach are clinics. These take the form of creating 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.’