Curriculum review in addressing challenges in legal education

Reflecting on Strathmore Law School’s curriculum development process

Abstract

Legal education is constantly evolving while simultaneously trying to hold onto the fundamentals of training professionals in the field. This balancing act primarily plays out in the process of curriculum development and review in several stages. Firstly, at the inception of a school, where the prospective contents of the programme are rigorously vetted, agreed upon and implemented. With time, a review of curriculum takes place. Strathmore Law School is undertaking its second major review of its Bachelor of Laws programme. At the core of the process is the need to understand generally what the role of legal education is in the formation of a more equitable society, the need to meet market demands for proficient practitioners and professionals and, the need to broaden the range of practice areas available to the market among others. This paper will tackle the place and utility of curriculum development in the provision of a wholesome legal education, at first taking on a broad theoretical perspective on curriculum development and review. The paper will then consider what goes into curricula at the inception stages of a law school and the goals and primary considerations that go into subsequent review processes. The need for an effective and goal-oriented review process will be proposed as a means to resolve dilemmas that law schools face in deciding what to prioritise when teaching students.